Be Brave, education, Parenting, Snow Days, Teacher

And the Survey Says… Teachers: Speak Up, Speak Out

brene brownThe teachers have spoken and it appears they are a little bit stressed.

A few months ago, I asked teachers to share their feelings in an on-line poll.  I received 172 responses from teachers, mostly from Canada, with a few from the US, and one solitary soul from South America.

They weren’t shy about sharing their feelings about the stress that teachers are under in today’s world. It was obvious to me that they all shared the common goal of wanting to give the very best they could to the children in their classrooms.

I have shared with you the numbers and the stats, but more importantly, I have shared many of the comments I received. Some of them were heart-warming, while others were heart-breaking.

Not every comment appears here but I tried to include examples from teachers of different grades, from different areas, with varying degrees of experience.

Thank you to everyone who took the time to complete the survey. Here’s who they were:

1. What grade level do you teach? (169 answers, 3 skips)

Early Elementary (K-3): 56 – 33%

Late Elementary (4-6): 30 – 18%

Junior High (7-9): 38 – 22%

High school (10-12): 31 – 18%

Other: 13 – 8% (includes: resource, learning centre, administration, combined class, substitute, music)

College/University: 1 – 1%

2. Where do you teach? (171 answers, 1 skip)

Canada: 156 – 95%

United States: 7 – 4%

South America: 1 – 1%

3. How many years have you been teaching? (147 answers, 25 skips)

10 – 15 years: 53 – 36%

5-10 years: 45 – 31%

15-20 years: 25 – 17%

20+ years:18 – 12%

3-5 years: 5 – 3%

0-2 years:1 – 1%

survey pic #5
4. Organize in order of importance: what is your greatest source of stress right now? (172 answers, 0 skips)

Teachers were asked rank the following items in order from 1 – 7 in terms of their greatest source of stress.

1 2 3 4 5 6 7
Inclusion/Differentiation 31 (18.0%) 43 (25.0%) 38 (22.1%) 40 (23.3%) 11 (6.4%) 2 (1.2%) 3 (1.7%)
Negative Public Opinion 27 (15.7%) 29 (16.9%) 29 (16.9%) 32 (18.6%) 39 (22.7%) 8 (4.7%) 1 (0.6%)
Classroom Size 27 (15.7%) 37 (21.5%) 28 (16.3%) 25 (14.5%) 41 (23.8%) 10 (5.8%) 3 (1.7%)
Administration/Employer 35 (20.3%) 19 (11.0%) 25 (14.5%) 34 (19.8%) 36 (20.9%) 16 (9.3%)
Personal/Family/Work Balance 33 (19.2%) 29 (16.9%) 24 (14.0%) 29 (16.9%) 22 (12.8%) 16 (9.3%) 15 (8.7%)
Other 6 (3.5%) 13 (7.6%) 11 (6.4%) 5 (2.9%) 11 (6.4%) 87 (50.6%) 29 (16.9%)
I don’t feel stressed 13 (7.6%) 2 (1.2%) 17 (9.9%) 7 (4.1%) 7 (4.1%) 24 (14.0%) 97 (56.4%)

(Results tabulated by Polldaddy.com)

5. Please elaborate on your response to the previous question. If you wrote in an answer different from those listed, please explain. (79 answers, 93 skips)

Inclusion/Differentiation

Inclusion happened and things were fine until all the supports were quietly removed, one by one. Educational Program Assistants were cut so deep that now they are reserved almost exclusively for “fight” or “flight” children. Learning centre teachers have become coordinators of EPAs and rarely work with students in-depth. Resource teachers are so overloaded that they are seeing more kids, less often. We need more in-classroom supports. (Canada, Early Elementary, 10-15 years)

It is simply impossible to meet the needs of every child in your class. We have children with special needs, children who are on individual program plans, behaviour problems, children with anxiety, along with the “regular” children. (South America, Early Elementary)

With less money going to pay for supports in the classroom, it is difficult to differentiate learning. For example, if you have a student who has Autism (all day) but only have an Educational Assistant for 30 min/day. (Canada, Early Elementary, 10-15 years)

Differentiation is nearly impossible in an everyday classroom. (Canada, Junior High, 10-15 years)

I have 28 students in Grade 5. They range from globally delayed (working at the grade 1 level) to autistic (prone to screaming fits daily) to gifted. Planning takes about 4 hours per day to ensure all lessons have been differentiated. (Canada, Late Elementary, 15-20 years)

With so little prep time, how am I supposed to look after/prepare/plan/respect all the individualised plan for all the students that have one? (Canada, Junior High)

Class sizes are too large and there is such a diverse group of learners that it feels impossible to meet the needs of all students on a daily basis. Children with special needs and leaning challenges suffer because of the large class sizes. (Canada, Early Elementary, 10-15 years)

survey pic #4Negative Public Opinion

Every time we turn around, something negative is being discussed in the news and it is never accurate. The media presents it with a biased bent and the so-called experts are not experts. The union does not reply. (Canada, Late Elementary)

I find it demoralizing to hear all the negative opinions on teachers, snow days, summer vacation, etc. I feel like the public forgets that teachers also have families who count on us. Sometimes I feel like they expect my family to come second to their wants and desires for their children. (Canada, Junior High, 5-10 years)

There’s been a great deal of teacher-bashing due to a recent education report and several snow days. (Canada, High School, 15-20 years)

People speak so badly of teachers and disrespect the job we do. They feel it is babysitting and so easy anyone could do it. People also say we are just in it for the holidays. Teachers need to get the respect they deserve! (Canada, Late Elementary, 5-10)

Classroom Size

Too many students per class and too many with too many needs. Also, students are not held accountable and everybody passes. (Canada, Junior High, 20+ years)

I have 27 first graders in my class. I’m expected to differentiate and meet each of their needs. It’s hard. Too many kids, too many expectations that aren’t necessarily developmentally appropriate, and just one me. (USA, Early Elementary, 10-15 years)

My cap is 35 and I hit it yearly. (Canada, High School, 5-10 years)

We have to differentiate and at the same time control what is going on with 30 or more kids in the classroom. Kids are not the same as the where a long time ago. We teachers are supposed to be entertainers and if the kids are not having fun it is ok for them not to participate. (Canada, Junior High, 15-20 years)

Administration/Employer

If I were to try to capture the essence of the problems in education right now, I would say that having a government (hence my identification of employer) that feels it must respond to every social problem by downloading it to already over-worked teachers, who are then held accountable for the fact that the problems persist. Instead of expecting parents to parent, such as making good choices for their children instead of allowing kids to run the show, teachers have become the scapegoats. (Canada, Late Elementary, 10-15 years)

I am always watching over my shoulder as I am unsure of my administration. Admin is always right and our voice is not welcome, especially if we don’t agree. If we don’t agree, we are shut out. We have no voice! Just last week I said to my peers, why don’t they ask us what is working/not working in the classroom with new curriculums? (Canada, Early Elementary, 20+ years)

My main source of stress right is now is cell phones in the classroom. My administration believes that students should be allowed to have their cell phones with them at all times. This means I am constantly policing proper use. In middle school, this does not come naturally to students, so it is a constant battle that interrupts valuable learning time. (Canada, Junior High, 20+ years)

Administration will favour helicopter parents and change teacher’s marks accordingly. (Canada, High school, 20+ years)

 The Department coming up with more paperwork all the time and using all of our in-service days to justify their existence to the public. (Canada, Junior High, 10-15 years)

School politics / favouritism/ ineffective leadership (Canada, High School, 10-15 years)

Personal/Family/Work Balance

Fortunately, I feel very little stress from classroom size, negative public opinion, and my employers. My greatest struggle is with balancing work and personal life; I always feel that I could be doing something better if only I had more time and energy. (Canada, High School, 5-10 years)

I often stay late at work and still end up taking things home. My family feels that I don’t give them enough time. I feel that I make a difference in children’s lives, but public opinion is very demoralizing. (Canada, Early Elementary, 10-15 years)

I feel as though I cannot possibly give my students AND my family my best. Somebody always gets the short end of the stick. I bring my students home in my head every night. Sometimes I am rocking my own babies to sleep while crying because I’m thinking about my students putting themselves and their siblings to bed alone. (Canada, Early Elementary, 3-5 years)

Other

How can you be an educator and not be stressed??????? (USA, Junior High, 20+ years)

For other, issues around resources and having to create your own materials/spend your own money to teach the curriculum in the way that is expected. (Canada, Early Elementary)

Administrative tasks i.e. paperwork, non-teaching related tasks. (Canada, Administration/Resource, 10-15 years)

Teaching has become very stressful. (Canada, Junior High, 20+ years)

Another stressful factor, which is not on the list, is social promotion. This feeds the stress and frustration I experience when differentiating lessons. (Canada, High School, 5-10 years)

Admins additional paperwork and no prep time. (Canada, Late Elementary, 3-5 years)

Paperwork!!! So much Paperwork!!!! And only being able to mark students on skills rather than efforts. (Canada, Music, 3-5 years)

Cutbacks and the lack of jobs are a major stressor right now. (Canada, Junior High, 5-10 years)

Paperwork – attendance , exam exemptions , documenting parent contact , adaptations; pseudo-parenting- responsibility, independence, career planning, social skills, gender sexuality issues, cyber bullying, mental health. (Canada, High School, 5-10)

Education is subject to an impossible standard: that all students will achieve standardized excellence. Anything short of this goal is failure, despite the reality that not every human being has the same academic capacity. Students should be held to improve relative to their own abilities. This is not how the system is measured, and thus, we can never met the impossible expectations placed on the system. The apparent lack of support from increasing numbers of parents/families amplifies this. (Canada, Late Elementary, 15-20 years)

Teachers are being passed the buck to raise children, educate them, treat mental health, solve behavior problems, manage their exercise and food intake, and most recently prevent them from joining ISIS ( yeah, couldn’t believe that one either). (Canada, Early Elementary, 5-10 years)

We are expected to be a jack of all trades. Teacher demands are increasing, curriculum is changing constantly, lack of funds mean we pour our own into our classroom, and we get little thanks from the parent. Parents seem to lack responsibility for student success…students have more rights and fewer consequences for inappropriate behaviour. (Canada, Early Elementary, 15-20 years)

I don’t feel stressed

There were a few teachers (8%) who picked “I don’t feel stressed” as their number one answer. We need to find these people and figure out how they did it. One of these respondents said:

I really don’t feel stressed – only at particular times of the year when there is time pressure. e.g. Report card writing and parent-teacher. (Canada, Early Elementary, 20+ years)

6. Do you feel you receive enough support from other professionals at your school, such as teaching assistants, school psychologists, administrators, resource and learning centre teachers, SLPs, guidance, others? (156 answers, 16 skips)

No: 101 – 65%

Yes: 55 – 35%

7. If you feel you are lacking in support, where do you need additional support in order to better meet the needs of your students? (98 answers, 74 skips)

(Note: The responses to this questions make it clear that teachers need more – more support from all of the other professionals in the school system. Teachers are frustrated that they can’t meet the wide and varied needs of the children in their classroom and they are looking for help. It is generally acknowledged that there just aren’t enough staff to provide the supports needed.)survey pic #3

The support we require as teachers must come from outside of the school through a recognition that we cannot be all things to all people. Realistic expectations of the role of the teacher, coupled with a stand on our behalf by those at the board and department level. (Canada, Late Elementary, 10-15 years)

More mental health support, more EPAs in schools, more learning centre teachers, resource, school psychologists, guidance….Teachers are doing a fine job teaching [and they could do more] if they could dedicate their days to teaching and not solving the world’s problems. (Canada, Early Elementary, 5-10 years)

Many of those people are so bogged down with paperwork that they have little to no time to actually do the job they’re supposed to be doing, which is working with students. (Canada, High School, 10-15 years)

 The other professionals can only provide the amount of help they are assigned. They try to help everyone but there are not enough of them. We need many more TAs, more resource teachers and in most schools there are NO Guidance counsellors, which are  desperately needed. (Canada, Early Elementary)

More planning time with other teachers. (Canada, Junior High, 5-10 years)

Someone needs to make administration accountable! Right now they are not proactive at all, the students and parents are running the school and there is no one to tell or no one that steps in to see how principals are doing. (Canada, Junior High, 10-15 years)

The school psychologists are so overworked that they hardly have a second to breathe. The admin are so busy putting out fires and pleasing parents that they have no time to be present in our rooms. (Canada, Early Elementary, 3-5 years)

More – there is not enough of this support so it is spread too thin. (Canada, Early Elementary, 10-15 years)

I believe that more supports need to be in place for students with weak reading, spelling, and comprehension skills. More supports need to be in place to assist a teacher when implementing individualized programs. I feel that the classroom teacher should be instrumental in providing expertise and challenge in the subject area; educational assistants or resource support should ALWAYS be available to students on individualized programs. (Canada, High School, 5-10 years)

Mental health issues. (Canada, Elementary 4-6, 10-15 years)

8. If your school is cancelled due to inclement weather, what do you think should be done? (150 answers, 22 skips)

1. Nothing should be done. Storm days are a normal part of the school experience: 105 – 70%

2. Other*: 30 – 20%

3. Teachers should prepare on-line lessons for students to complete while they are out of school: 5 – 3%

4. Teachers should prepare packages of storm lessons for students to complete at home: 4 – 3%

5. Teachers should report to school regardless of the weather, even when it is cancelled for students: 4 – 3%

6. School should never be cancelled. Parents should be given the choice to send their child to school or keep them home: 2 – 1%

*Some of the other responses are listed below:

This is a levelled question. High school students who are in semesters would benefit from online lessons or support. Elementary students are fine. They need to read more and stay off the computers. Go outside and play in the snow. (Canada, Early Elementary, 10-15 years)

I feel the need to say that I STRONGLY disagree with every listed option except “storm days are a normal part of the school experience”. (Canada, High School, 5-10 years)

I think teachers could make a reasonable effort to get to their work site; however, if the roads are dangerous then their judgment should be respected. (Canada, Early Elementary, 15-20 years)

After the second day, on-line instructions should be made available to students missing school for winter weather. I live in the South….our Snow Days are a local celebration. One play day is okay and then back to studies!!! (USA, Junior High, 20+ years)

My board remains open always. It is sometimes dangerous to travel, and yet the doors are open to students and the expectation is to get to work. (Canada, Music, 10-15 years)

Expecting all kids to work at home is not realistic. Not all homes and parents are equipped to sit down and do “schooling” with their children all day. (Canada, High School, 10-15 years)

The additional days have already been added to the school year in Nova Scotia. Because of the extension of the school year to 195 days, we already have 10 snow days built in, in addition to those that historically occurred. (Canada, Late Elementary, 10-15 years)

Teachers should make a reasonable attempt to get to their school; however, if the roads are too bad they can work from home. I live close to my school (5 mins) so I would love to be able to work in my classroom on storm days if the roads are clear enough to drive and the school is plowed out.  (Canada, Early Elementary)

We are in Canada, for crying out loud! We have had snow days since the 1800’s…why are snow days such a big issue this year? (Canada, Junior High)

9. What would you like the general public to know about you as a teacher or teachers in general? (121 answers, 51 skips)

We work hard for your kids every day. The system is not designed to “meet the needs of all kids”, yet you have to trust we are doing our damn best to try and do this as best as we can. (Canada, High School, 10-15 years)

We are personally invested in your child. We care about them and truly want what’s best for them. (USA, Early Elementary, 10-15 years)

That if you think it is such an easy job to be a teacher and that we have it so easy that you should come into a classroom for a day or for an hour for that matter and see just how easy we have it!!! I love my job and love being a teacher and wouldn’t want to do anything else but it is not an easy job. (Canada, Early Elementary, 5-10 years)

Teachers are professionals, trained in pedagogy. Just as other professionals are trained in their area of expertise. (Canada, Late Elementary, 10-15 years)

That I live this job. I never leave it in the building. I am constantly thinking of/ working on how to improve my performance to help my students succeed. (Canada, Early Elementary, 5-10 years)

We care, we work hard, we appreciate support and do our best. (Canada, Junior High, 10-15 years)

In order to initiate change in the system, you must share your thoughts and opinions. You must not, however, assume you understand the system better than those who work within the system. Do not gripe about the school system to your children- allow them to form their own opinions, not simply echo yours. Teachers are not the only educators – parents and guardians are the first and often most influential educators in a child’s life. Lastly, please read to your little ones. They need it. (Canada, High School, 5-10 years)

I am a hard-working teacher who takes time and consideration to prepare lessons and assignments to help your child. Please support me in doing this. (Canada, High School, 10-15 years)

We can care about your child and at the same time stand up for our rights. (Canada, 20+ years)

I work a minimum of seventy-five hours a week. Four snow days a year does not make me lazy. Besides, I work on those days too. (Canada, High School, 10-15 years)

 We love the kids, but we can’t be their parents or therapists. (Canada, Early Elementary, 5-10 years)

 That most teachers (not all) spend a great deal of their own time and money to help ensure that your children get the best education possible! We really do love our students, as if they were our own! When we talk about our students to other people we refer to them as ‘my kids’. We love what we do and that is why we are teachers, we are not just in this profession for the summer vacation and snow days. That is a great misconception! Your support would go a long way in boosting our morale! (Canada, Junior High, 5-10 years)

I love my students. Beyond measure. And I want my own kids to have teachers who truly love them. (Canada, Early Elementary, 3-5 years)

I am exhausted. Ask any teacher from 20 years ago and they will tell you that the profession has changed drastically. 20 yrs ago there was no inclusion, no 4-year-olds in primary, and no technology and social media. Teachers weren’t competing with iPads and video games. You were allowed to relax and have fun in the classroom. Holiday parties weren’t banned and there was not as much, if any, of this ‘ data collection’ nonsense. Teachers could teach! They weren’t meeting’ed to death! (Canada, Early Elementary, 5-10 years)

Our hours are not 9 to 3. The majority of teachers spend a couple of hours both before and after school preparing lessons, gathering materials, meeting with other staff to discuss student needs, marking, clubs and the list goes on. (Canada, Late Elementary, 10-15 years)

survey pic 110. Do you feel teachers are fairly portrayed in the media? (146 answers, 26 skips)

 No: 129 – 88%

Yes: 17 – 12%

I am so tired of my heart breaking, it’s to the point that I am almost afraid to tell people I am a teacher. The generalized assumptions about our lives and jobs are so hurtful. And so inaccurate. For example, I have children too. I have to do something with them on PD days as well! So when people take to Facebook blasting us for taking time to collaborate I want to lose my mind. In what other job do employees NOT have time to meet and discuss their work with colleagues? We are often lumped together as a bunch of selfish over-paid, under-working lazy bums who put in time to hang out on ski hills and beaches on our vacations. See us for who we really are, not a negative stereotype. (Canada, High School, 10-15 years)

We need someone to follow us around for a week and report on that. The media doesn’t talk about all of the extra things we do, they just try to create controversy. They focus on strikes and snow days. Rarely do they report on “good news” stories. (Canada, Admin/Resource, 10-15 years)

Teachers fear repercussions for speaking out. Because of this, unless other informed members of society speak out, our voices are not heard.(Canada, Elementary, 10-15 years)

Teachers are often called lazy and accused of having it easy. The media seems to show us through a lens of the public opinion that we work till 3 and have weekends long holidays March Break and summers off. No one seems to realize that we don’t just show up and follow a script. We plan everything we do, correct students work , deal with parents, organize our student things, supervise students , plan field trips, wipe noses do zippers and laces, wipe tears and cuts, help foster independence, friendship and social skills, work evenings and weekends , read professional books to improve teaching , engage in learning activities and professor all development on our own time use our money to buy things to help provide essentials for our lessons attend curriculum nights, concerts, etc. and we only get paid for 195 days. We don’t even get paid holidays like most professionals do. I am just skimming the surface of all teachers do that the media forgets. (Canada, Early Elementary, 10-15 years)

We’re a very modest lot. We do incredible, amazing things EVERY SINGLE DAY. We’re performers, counselors, mediators, models, and teachers. We don’t always flaunt our accomplishments (we often don’t have time and don’t usually feel the need). However, I don’t feel that we are negatively portrayed in the news media (social media is a whole other ballgame, though). (Canada, High School, 5-10 years)

My answer is sometimes. Some teachers are treated like royalty and can do no wrong and are rewarded with wonderful media coverage; however, equally excellent educators are often perceived to be lesser because they are less popular with parents and administrators and these teachers find that almost everything they propose is met with forceful argument and parental resistance (even if it is the same information given to students by the better received staff). These teachers often receive negative press and are seen to be hard to work with and embarrassing to the school system. (USA, Junior High, 20+ years)

Teachers are the scapegoats for all that ails the public education system. The government pushes the idea that if students aren’t performing well on standardized tests, then it must be the teachers’ fault. The general public jumps on the bandwagon with the government. Instead of complaining about trivial matters like teachers getting storm days off it would be more constructive to talk about things like how poorly funded the education system is, how many students do not receive the support they need because there aren’t enough teachers, teaching assistants, guidance counselors, etc. in the system. How about a discussion on how difficult it is for teachers to teach a class in which a quarter of the class shows up high on drugs? Or a discussion on the impact higher poverty rates are having on students’ success in school? Or a discussion on how current discipline practices in schools are simply not working for those students who repeatedly act out and negatively impact upon the learning of others? The media could highlight the real problems with the system, as well as the successes of the system, but it chooses to focus on whatever it thinks will sell newspapers, gets viewers to tune in, etc. Unfortunately those things don’t help anyone at all. (Canada, High School, 10-15 years)

The media makes me feel as though I have it “so good” that I have no right to complain. How about the day I got slapped by a student? Or the day that a student accused me of hitting them? How about the day a parent wandered into my room full of students and proceeded to berate me? Or the time a parent said (within earshot) that I was worth nothing because I was pregnant and not going to be teaching for the year? We get treated like crap, and yet since we have summers off, we’re supposed to suck it up. (Canada, Early Elementary, 3-5 years)

We are SO much more than snow days and summers off! (Canada, Early Elementary,  5-10 years)

Teachers are not portrayed fairly because they are underrepresented. Teachers do not typically represent themselves in the media and our unions and boards do a poor job, since most of those individuals spend little time in today’s classrooms, or speaking with teacher and students. (Canada, Junior High, 5-10 years)

There are bad people in any profession. Teachers are no different. By and large teachers are professionals trying to make a difference for children. The media and “edu-experts” often latch onto incorrect or exaggerated issues to sell their product, and as the old saying goes, “If it bleeds, it leads”. Sensationalism draws viewers, which sells advertising minutes, and simplistic, short news bursts are easier than thoughtful and carefully considered opinions on problems (and positives) in education. (Canada, Late Elementary, 5-10 years)

 Teachers are silenced by our collective agreements and our adherence to a professional code of conduct. We are not permitted to speak out or about our employer’s competencies if we wish to continue to teach. (Canada, High School, 5-10 years)

The media slants their stories to rile the general public. Look at all those days those teachers had off because of snow or the average teacher earns X amount and only works 10 months of the year with every weekend off, all holidays and 2 months in the summer. The media is very quick to criticize and blame, but rarely praises or apologizes when proven wrong or unfair. (Canada, Late Elementary, 20+ years)

Tired, and have frankly given up, having to justify my career choice. I still find it difficult to understand why people feel they can tell us how to do our jobs when they have never done our jobs. I am speaking about the public in general, and the self-declared experts who seek out and receive airplay. I must say at the same time that some teachers who are flippantly announcing their storm day plans which involve trips to the mall, etc. are not helping. (Canada, 20+ years)

 We are one of the only professions where it is okay, even enjoyed to bash openly. I realize that this is probably the minority, but the others who support us rarely speak out. Media outlets (CBC ,CTV) in particular seem to have a hate on for teachers. Their inability to be creative journalists, means they report on the same things year after year. Snow days are one of these tired news stories. (Canada, Early Elementary, 15-20 years)

The “media” looks for sensationalism therefore what causes the greatest outcry (just or not) is what is followed and encouraged – the needs/best interests of the students are not considered. (Canada, Late Elementary, 20+ years)

I would love for any person who loves to complain about teachers to come spend a day with a teacher so they will have an informed opinion about what we do every day. We don’t just teach reading and writing, we wear many hats throughout the day. (Canada, Late Elementary, 5-10 years)

 

The Last Word

People will always have an opinion – positive or negative. As professionals, you just need to keep doing your best, every day. (Canada, High School, 10-15 years)

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Be Brave, education, Parenting, Rants, Teacher

Let Teachers Teach

The following letter appeared in the Chronicle Herald on-line edition:

albino-moose-bIn Scott Cote’s recent letter to the editor, he says that teachers in our province “lack the intestinal fortitude to stand up for kids”. He also says that a currently employed teacher who openly comments on these issues would be as rare as an albino moose.

Well, allow me to introduce myself: I am the rare albino moose.

I would be more offended by Mr. Cote’s insulting and condescending comments if I weren’t already shell-shocked from the overwhelming amount of negative press that has been hurled at teachers like snowballs these past few months.

That said, it bothers me when Mr. Cote says, with great conviction, that teachers, such as myself, my friends, and my colleagues, lack intestinal fortitude. The teachers (and all of the other people it takes to run a school, such as administrators, school psychologists, speech pathologists, EPAs, secretaries and others) I have known and worked with over the past 20 years have more intestinal fortitude than you could ever know, Mr. Cote.

I have seen them fight battles behind the scenes that have benefitted children in their classes, their schools and their province. I have seen teachers dig deep into their intestinal fortitude to help children who are learning disabled, sick, abused, homeless, and mentally ill. I have seen teachers dig into their own pockets to buy food, supplies, and special treats for their students because if they didn’t those students would go wanting.

Teachers are well-trained professionals. They are generally not loud-mouth blowhards who run from one media outlet to the next spouting their great ideas on how to improve our “crumbling” system (usually without ever stepping foot in an actual classroom).

Instead teachers are in the classroom doing the work of educating our young people. Not just in math and English and science, but in areas as diverse as the environment to bullying to nutrition and computer programming. They are teaching children how to be kind to each other and deal with disappointment and discover their gifts. They are making sure that their students get some exercise and fresh air. For some, it might be the only fresh air and exercise they experience all day.

As a parent, Mr. Cote, what did YOU do to improve the system from the outside? Parents and other concerned individuals can do so much to help children without ever stepping into a classroom or telling a teacher what he or she should be doing.

You could start by addressing the real issue of child poverty, so we don’t have hungry, tired children in our classrooms. Push the government to address and fund youth mental health, so we don’t have mentally ill children suffering in our classrooms.

Model respect and understanding of people of other races, religions and sexual orientations.

Promote positive attitudes about school and teachers at home and in the media, so students don’t come to class with a preconceived negative notion about teachers, who they’ve been told, only work for snow days and summers off.

As a society, take some responsibility for the mental, physical, and social health of our children so that when they come to school they are ready and able to learn.

In response to your request that currently employed teachers speak out publicly against their employer or their union, I would guess that you are either being naïve or obtuse. Teachers sign contracts, like most professionals, and these contracts require them to act, well, for lack of a better word, professionally.

Teachers are not unique in this regard. Have you ever seen a linesman from the power corporation write a letter to the editor blasting his employer about a recent power outage? How about a cashier at Wal-Mart publicly trashing their manager for not having enough cash registers open on a busy Saturday?

Of course not. It’s not professional.

But don’t kid yourself. Teachers make themselves heard. They have the intestinal fortitude to put themselves out there every day for the good of their students and their communities.

And for you to state otherwise is just plain wrong.

Heather Hollis, Currently Employed Teacher and (apparently) Albino Moose

“The strongest people are not those who show strength in front of us, but those who win battles we know nothing about.” Anon.

education, Humour, Pop Culture, Rants, Suburban, Teacher

Because I’m tired of businessmen telling me how to teach

Money and fame do not automatically make you brilliant and all-knowing. One would think this would go without saying. And yet… Why, as a society, are we so quick to follow the “teachings” of the rich and famous?! Take for example, the idiots people who followed the advice of former Playboy model, now-turned talk show host, Jenny McCarthy and stopped vaccinating their kids. Jenny, going on the advice of a doctor who later turned out to be a liar, said a vaccination caused her son to “catch” autism.  Amazingly, millions of people listened to her. When the doctor was later called out as being a fraud and even Jenny admitted she might have been a little bit wrong, it was too late for all of those little munchkins who missed their annual shots. jenny Now, personally, I think if you follow medical advice dished out by blondes who strip for money, then you deserve what you get. Unfortunately, these people didn’t get what they deserved…their children did.  And now we have an outbreak of measles sweeping the country. What’s next? Smallpox? Polio? (Oh crap…seriously?) But I digress. I’m so tired of people who know nothing about education telling me how I should do my job and how I should be compensated for it.  I mean, really, who knows more about educating children than somebody who has spent their life making money? Someone who probably hasn’t laid eyes on a child he isn’t related to since he went to school. (And yes, I say “he”, because it’s usually the business’men’ who feel they could save public education if people would just listen to all of the great insight and wisdom they have gained while making their money.) My humble opinion is that these businessmen want schools to pump out good little workers who will keep the economy churning. Whenever you hear one of these successful businessmen slamming education, they always finish with, “If we don’t change things now, we will never be able to compete with those Asian countries who keep beating us on the math assessments!” None of them ever says, “I hope the children in my country get a well-rounded education that prepares them to be good citizens in their families, their communities and the world.” Nope. It’s all about keeping the worker-factory churning. A few months ago, there was an interview in the Atlantic Business Magazine with John Risley, a man who made his fortune in the seafood industry. He’s obviously a brilliant businessman (he’s a self-made billionaire), but it seems his vast wealth has also made him an expert in other areas. In the article, he gave his opinions on everything from politics to education. And he didn’t hold back. {We} have the worst P-12 education system in the country. That’s not subjective. We have the worst goddamn math scores in the country!”  (Uh, actually…that IS subjective. It’s the definition of subjective. You can’t call us the “worst” without presenting facts to back it up.) He goes on to talk about how education could be improved in the province, if the government would just listen to him. Another businessman with a lot of money thinks everyone should be listening to him as well.  Bill Black, who now has a regular column in the newspaper, made his fortune in the insurance industry.  And despite having no background or training whatsoever in education, he frequently takes to the pages of our local paper to talk about how the education system, and teachers in particular, are completely off track. Of course, he knows how to fix things. I think everyone is entitled to their opinion, but when it’s presented as expert advice, that’s when I have a problem. I don’t tend go around shooting my mouth off about how to run an insurance company because I am not an expert on running insurance companies. So, why are these men being given mountains of white space in our local papers to talk about things they know nothing about? Just because someone is an expert in one area doesn’t given them knowledge or expertise in another.

wisconsindailyindependent
wisconsindailyindependent

The leader of this movement of businessmen who think they can fix the world is Bill Gates. I get it. He’s a genius in the field of technology and an expert in marketing and money-making. But does he have a background in education? Nope. And yet there he is, leading the way for educational reform in the United States. And things aren’t going well. I leave you with the words of the wise Barb from the Trailer Park Boys telling the dim, shirtless Randy not to interfere in matters he knows nothing about: “Randy, you know, when I want advice on cheeseburgers or not wearing a shirt, you’re the person I’ll come to.”(Season 2, Episode 7) So, fellows, if I want advice on how to catch a lobster or run an insurance company or build a multi-billion dollar empire, I’ll call you. But if I want advice on how to teach? I think I’ll put my money on teachers.

education, Teacher

How to Solve our Country’s Math “Problem”

The Globe and Mail recently featured a top fold, bold-font headline that screamed: “THE FIGHT TO SOLVE OUR MATH PROBLEM”!

I was disappointed to see there was no picture attached to this headline. I was hoping for a shot of an army of stern-looking math teachers, holding pencils and books, brought in by the government to get our kids back to basicsChicken-Little_Sky-is-Falling

The PISA results were released on December 4 and the hand-wringing and head-shaking began almost immediately. In case you hadn’t heard the earth-shattering news, our Canadian students dropped from 10th place in 2003 to 15th spot in 2012. The PISA is a survey (standardized test) of more 510,000 15-year-olds from 65 participating economies that focuses on mathematics.

John Manley, President and CEO of the Canadian Council of Chief Executives, ominously declared, ““This is on the scale of a national emergency.”

OMG! Call in the Math Army! This is worse than the ice storm of 1998!

So scary...just like our math scores. Hold me, John Manley.
So scary…just like our math scores. Hold me, John Manley.

Now, Mr. Manley, sir, I realize you are trying to help parents who want nothing more than to ensure that little Billy won’t be living in their basement (probably playing Call of Duty 16) when he’s 35. BUT, jeez Louise! It’s ONE test! Of 15-year-olds!

Don’t get me wrong. I love and respect 15-year-olds. My youngest child is 15-years-old. My other son was just recently 15.

I, myself (believe it or not), was once 15.

Priority#3 when I was 15. Cannot include picture of French boyfriend, who was priority #1, due to silly privacy laws.
Priority#3 when I was 15 – making sure I never ran out of Silver City Pink lipstick. Cannot include picture of French boyfriend, who was priority #1, due to silly privacy laws.

I remember being 15. Acing my math test was important, but it wasn’t my top priority.

I’m not saying the PISA results mean nothing. They do. They are a great snapshot of how our 15-year-olds are able to demonstrate some of their math understanding compared to kids the same age around the world.

But we teach so much more than math in our schools these days. We actually teach more than just academics. And this is the problem. We have too many things on our plate.

Let’s start with math, seeing as it’s a national emergency and all.

In my province, there are 7 strands of math that have to be covered over the course of the grade 4 year. These include everything from number sense to graphing to probability. Within each of these strands are a variety of specific outcomes. Each carries the same amount of weight on a report card. At last count there were 65 specific outcomes. If you are in grade 4, learning your multiplication facts up to 9 is 1 of those.

It’s not that teachers don’t know how to teach basic mathematical operations and number sense. (Trust me. We do. If I have to do one more in-service on how to teach multiplication, I will poke my eyes out with hot sticks.)

The problem is that there are sooooo many other things to teach that eventually you have to move on. If the kids don’t know their math facts, oh well, because now it’s time to teach them how to read a circle graph. With 65 outcomes to get through, there isn’t a lot of time for dilly-dallying.

And this overcrowded curriculum doesn’t apply just to math.

Schools today are expected to do the work that homes, churches and community groups did years ago.

SnapchatWe are now expected to teach children basic morality, like: thou shalt not post naked pictures of your classmate on the internet.

We are expected to feed kids who don’t get a proper breakfast at home.

We are somehow responsible for solving the childhood obesity problem, despite the fact that the government keeps cutting our phys.ed. programs.

There are even calls for schools to offer nature and gardening workshops (during school time) because children are not getting outdoor time when they get home. It appears their parents are incapable of prying their offspring’s little eyes of the screens and chubby fingers off the controllers and keyboards long enough for them to get outside and blow the stink off.

The tipping point for me occurred the other day when I heard a mother being interviewed on the radio. She was upset because her teenage daughter had gotten involved in prostitution. I was feeling sympathetic to her plight until she said, “The schools really need to be doing more to prevent this from happening.”

Seriously?!

SERIOUSLY?!!!

Let me see if I understand correctly…not only am I expected to teach reading, writing and ‘rithmetic, feed the hungry, and instil basic morality, but now you want me to put a stop to the world’s oldest profession?!

UNCLE!302_businessman_teacher_or_officeworker_surrendering_and_waving_the_white_flag

I’m waving the white flag.

#Just.can’t.do.it.all.anymore.

If the general public wants improved math scores, then we need to prioritize and delegate.

Families, community groups, and government organizations need to pick up the slack that our schools have slowly absorbed over the years.

The minute you start watering down a curriculum by adding in everything but the kitchen sink, you end up with a system that is mediocre at best.

The Asian schools that beat the pants off our kids in the PISA?

I guarantee you this: they are not spending their days talking about the dangers of SnapChat, while they pass out juice boxes and granola bars. They are doing kill and drill, all day long and then far into the night with tutors and special math schools.

Do I want their education system in my country? No. But don’t compare their math scores to mine, saying it’s apples to apples. If you want me to focus more on apples, just say the word. But you’ll need to get some of the other fruit out of my basket first.

are-you-smarter-300x225

education, Teacher

A Grown-Up Report Card – How many A’s would YOU get?

report_card picImagine, if you will, that it’s a week before Christmas but instead of your head being filled with visions of sugarplums and rum and eggnog, you were pacing the floors worrying about your upcoming report card.

Yes, you. A grown-up. With a real grown-up job. Imagine that three times a year someone marked you and put their thoughts and opinions about you on paper for all to see.

“Oh,” you may say, “That happens to me. I get evaluated at my job all the time.”

Ah, yes. Your job. Presumably that thing you are good it. The thing that you chose to do for a career because you have some aptitude for it.

But what if you were evaluated on everything in your life? Not just the things you are good at but everything.

How do you think you would fare?

Report cards went home at my school this week. There was excitement and tears, joy and frustration. Some children were thrilled and others were terribly disappointed.  Teachers put a lot of effort into writing detailed, well-thought out comments, but those were often skimmed over, as parents and students zeroed in on the ABC or D.

Everyone has strengths and challenges. As adults, we have learned to stick with what we are good at and avoid our weak areas like the plague. Children don’t have this option. They have to be good at EVERYTHING. Art, science, math and writing. Sports, music, geography and reading. And if they aren’t? If they don’t get an A or a B on their report card? Sound the alarm bells!!! It’s a national crisis.

As adults, we don’t expect ourselves to be good at everything across the board, so why do we expect this from our children? Why can’t our  kids have strengths and challenges just like we do? If you were to get a report card right now, how do you think you would do? Check yourself against this list.

report card2THE ADULT REPORT CARD

Reading – Are you reading the classics and discussing them regularly and in-depth with your friends? A+! Or do you limit your reading to text messages and Star magazine? Poor effort. C for you.

reading_delicious_logo

Writing – Do you regularly write long stories with proper grammar and perfect spelling? Bravo! A for you. Is your writing limited to misspelled Facebook posts with no punctuation? So sad. You get a C.

Math – How are your budgeting skills? Do you pay off your bills regularly and never overspend (even at Christmas)? A again. Are you generally good but occasionally overspend on really, really nice boots? B, but with caution. Are you living paycheck to paycheck? It’s a D for you.

music_notes-1z5rh82Music – Do you play multiple instruments perfectly and with great gusto? Perfect marks for you. Do you sing off key to top 40 songs on the radio? Maybe a C. Try expanding your repertoire.

Art – Are you a Pinterest person with a houseful of crafty crafts? A+ for you! If you are more like me and all of your drawings involve stick people, sorry, you get a C.

Physical Education – Can you sink a basket, run a mile, and hit a ball? Are you a team player? The gym’s your thing! A+ If the only time you run is to catch the bus or get the last maple donut, you might need some remedial classes.

And don’t even get me started your behaviour! Are you nice to people? Not just the people you like but everyone? Are you helpful? Do you always get your work done on time? Are you kind, courteous and reliable?

We can’t all excel at everything. It’s just not possible. (Unless you’re Martha Stewart and even then, look what happened to her!) If your child brought home a report card, good or bad, or you just finished writing report cards, good and bad, make sure you put things in perspective. We are all gifted and we all struggle. It’s called  being human. And kids are just little humans. Let’s cut them some slack.

writing152

education, Rants, Teacher

Shame Discipline – We know better. It’s time to do better.

Bring back the strap!

You’ll often hear people of a certain age say that kids today would behave better if we brought back the strap as a disciplinary tool. Of course, you wouldn’t be able to use the strap on their children or grandchildren. Noooo, just the “bad” kids. That would learn ‘em.

Years ago, when a child misbehaved at school, a big leather strap was pulled out of the teacher’s desk. It was a state-mandated beating designed to stop any further misbehaviour and set an example for the others who might be considering such naughtiness. Jordan Historical Museum-School House

But if you ask anyone who was ever strapped back in the “olden days” they will tell you that the pain of the strap was nothing compared to the shame and humiliation. They learned a lesson alright. They learned that if you were bigger and stronger and held more power than someone else, it was OK to hurt them.

Fast-forward to 2013. Times have changed. Most (sane-minded) people agree that beating children in front of their classmates with a big slab of leather is just plain wrong.

Nowadays most teachers use positive disciplinary techniques designed to help a child change their behaviour while still retaining their dignity. I have worked with teachers who can manage their classrooms without raising their voice. My own children have been blessed with teachers who made learning both fun and safe.

Sadly, however, some teachers are still using discipline methods that rely on shame and humiliation as tools to correct real or perceived misbehaviour. And administrators are condoning this behaviour, either intentionally or by turning a blind eye.

I have written 64 blogs on this site over the past year and every single one resonates with how much I care for and support my fellow teachers. I have the utmost respect for the profession and the job we do every day. I will defend my co-workers to the death if I have to but NOT if what they are doing is hurting children.

If you were me  And I were you  For just a day  Or maybe two  Then maybe you  And maybe me  Would see the me  That you were too. Author: Sheree Fitch
If you were me
And I were you
For just a day
Or maybe two
Then maybe you
And maybe me
Would see the me
That you were too.
Author: Sheree Fitch

Most teachers have the best of intentions. They want their students to be the best they can be. They want them to do their work to the best of their ability and behave in a positive manner. But some teachers don’t know what to do when they are faced with a child who doesn’t fit the mold. So they try other methods. Here are just a few of the discipline techniques punishments that I know are being used in schools across North America today.

  • Having students stand on a designated “line of shame” in the hallway throughout recess and lunch hour, while hundreds of classmates and teachers walk by and stare, point, pity or mock.
  • Giving students who score well on weekly tests a pizza party on Friday. Students who do not score well have to eat their bag lunch in a different place in the classroom.
  • Having students stand and face the wall. (The modern of version of “go sit in the corner”.)
  • Taking away a child’s chair and making him crouch at his desk as punishment for turning around in his chair too many times.
  • Holding up a child’s work and telling the other children, “Your work should not look like this. Little Billy obviously did not do his best on this.”

I am not referring to children who willfully hurt other children or who disrupt the class in ways that make it impossible for other children to learn. (And even if I were, these children need positive discipline methods even more. My next blog post will deal with this issue.)

No, these children were punished for wiggling, talking, dawdling or forgetting. For these “terrible” offenses, they were subjected to public humiliation.

Article 28 of the Convention on the Rights of the Child states: “Discipline in schools should respect children’s dignity. For children to benefit from education, schools must be run in an orderly way – without the use of violence. Any form of school discipline should take into account the child’s human dignity.”  Barbara Colorosso’s  Philosophical Tenets state: Kids are worth it. I won’t treat them in a way I would not want to be treated. If it works and leaves both of our dignity intact, do it. © Barbara Colorosso, Kids are Worth It

Research has proven time and time again that shame is not a good motivator. Oh, we’ll do anything we can to avoid it but it doesn’t instill good habits or an innate desire to do better. We merely change our behaviour in order to avoid the pain.

And some children, no matter what they do, cannot avoid the ‘misbehaviours’ that are causing them to receive these punishments.

If you have ADHD, you might not be able to control your fidgeting or your inattention. If you have dyslexia, no matter how hard you study, you might not pass that spelling test. No pizza party for you, Little Billy…ever. There are lots of things teachers can do to help these children – humiliating them in front of their peers is not one of them.

Don’t misunderstand me. I am not trashing the entire teaching profession. I have worked with hundreds of amazing teachers and I have made a million and one mistakes over the years, but as Maya Angelou says, “I did what I knew.. when I knew better, I did better.”

We may not strap kids with a leather belt anymore, but we are still hurting them. We know better. Let’s do better.

Lori Petro, Educator, Mother, Advocate: http://www.teach-through-love.com/about-us.html
Lori Petro, Educator, Mother, Advocate: http://www.teach-through-love.com/about-us.html
education, Teacher

There’s A New Kid in Town. Be nice.

It sucks being the new kid – even when you’re not a kid anymore.

writing128At my old school, I could walk into the staff room anytime of day and no matter who was in there, I knew them, I liked them, and I felt comfortable talking to them.

My classroom was set up just the way I liked it.

I knew where all of the office supplies were stored and were the good things were hidden.

The school secretary was my BFF.

I knew when to approach the principal for something and when to turn tail and try again another day.

After 5 years, I belonged.

Until I didn’t anymore. And I had to get a new job.

After spending almost 10 years in the elementary school system, I switched gears and took a new position as a resource teacher at a different school – a middle school – grades 6-9.

I knew that I would know most of the kids because my new school is the feeder school for my old school. They are literally within walking distance of each other. But it was new and it was different and it wasn’t my old school.

My first day, I was lost. I didn’t know where anything was and I didn’t know who to ask. I recognized my fellow newbies by their vacant zombie stares and the way they reached out and grabbed at people, begging desperately, “Help me! I can’t find the photocopier!”

By lunchtime, I was questioning my decision to return to the teaching world altogether.

I was just about to reserve a table for one for my full-fledged pity party, when I walked into the cafeteria.

It was the first lunch for the new group of grade 6 students and they were all trying to figure out where to sit in their new cafeteria.

Last year, in elementary school, they all had assigned seating. You may not have liked the kid who ate beside you, but at least you had a place to sit.

Now, it was a free-for-all.

Some rushed to find a spot next to their friends, while others just stood there, scanning the room.

I watched for a few minutes. I said hi to a few kids I had taught in previous years and then I made a beeline for a little girl I saw sitting alone. Since I didn’t recognize her from my old school, I was pretty sure she had just moved to our area.

“Hi there,” I said, sitting down across from her. “My name’s Mrs. Hollis. What’s your name?”

She barely raised her head. “Sarah.”

“Hi Sarah. Are you new here, Sarah?”

(whisper) “Yes.”

“Where did you move from?” I asked, trying to gently get her to open up.

Turns out “Sarah” had just moved to our area from California. She didn’t know anyone and when the lunch bell rang, she had no idea where she was going to go or who she was going to sit with. So she chose to sit as far away as possible from everyone. She looked like she wanted to crawl inside her own skin and disappear.

I talked to her for a little bit and then introduced her to a few students I knew at her table. I tried to start a conversation between them before moving on.

Next I found a foreign exchange student standing alone in the middle of the cafeteria. She was clutching her lunch bag to her chest in the same way my grandmother used to hold her purse at the mall – as if she was trying to protect it from potential muggers.

This little girl’s English was poor and her voice was barely a whisper but I managed to figure out that she had had trouble opening her locker which made her late for lunch. She didn’t know where she was supposed to go and no one was jumping up inviting her to join them. I quickly paired her up with a few kids I had taught a few years back that I knew would be nice to her and kept moving.

Now, I realize these kids are not in Kansas anymore. They are travelling the mean streets of middle school now. But this shouldn’t have happened.

New kids need support systems in place the first day of school. They need to know that when they go to lunch on that first day, they won’t have to stand there, scanning the crowded tables, desperately trying to figure out whether it’s better to approach an already formed group and risk rejection or eat alone.

It’s difficult as an adult to feel out-of-place in an unfamiliar situation or with an unfamiliar group but it is gut wrenching for a child.

The most important thing for all of us as human beings is to feel as if we belong.

If you don’t feel that you belong in the place where you spend the majority of your time, chances are you will be stressed, anxious and unhappy. And when you are stressed, anxious and unhappy bad things happen. Eating disorders, depression, anger, and a whole host of other things that children shouldn’t have to go through.

Schools need to do a better job of helping everyone feel as if they belong.

New kids transferring into a school should be assigned a buddy, someone who is confident and familiar with the school. Someone who will show them which bathroom is closest to the class and which water fountain only spits out warm water. They need someone to sit next to during lunch that they know won’t make fun of them.

Today was Pink Day. It’s the day when students and staff wear pink to show that they are against bullying. This is a great initiative. But do you know what protects kids most from becoming victims of bullying? Having  friends. Even one good friend lowers your risk. Bullies target kids who are alone because they are easy marks. If you have a friend, even one, you are safer, happier, and more successful.

So when you see a child who is always, repeatedly, unhappily, alone, say something, do something, help.

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It could make all the difference in the world.