When I was in labor (which 27 hours produced a 9 1/2-pound son), my then-husband was enthusiastically cheering me on. "You can do it! A little harder! Just keep pushing."
By the 25th hour, I would have walloped him had I not been (literally) passing out in between contractions.
Having just seen Waiting for 'Superman', my first instinct was to join the ranks of those who were targeting teachers for their willingness to exploit the system with tenure that lets many get away with doing a mediocre job of teaching our precious kids. But as I let my emotions settle, I realized that -- in the same way that I help parents manage a child's misbehavior by looking for the root of the problem rather than on creating better punishments to manage its manifestation -- we have to dig for the essence of the issue with teachers who have become complacent on the job.
If I'm working with a parent whose child, say, whines incessantly, I'll treat the problem like Jeopardy: "If whining is the answer, what is the question?" In other words, "Why does little Lila's whining make sense?" Sometimes the answer is that it's the only way that Lila gets attention. Other parents will admit that whining tends to get their daughter what she wants, because they eventually cave in. By looking at the payoff for a behavior, we can better understand how to change it.
So, why does a "mediocre" teacher's "mediocre" effort make sense? And what would it take (teachers: please respond!) for that same teacher to feel supported, engaged and lit up?
This is the question we need to be asking -- and addressing. Sure, the system of guaranteed tenure allows teachers to get away with doing a lousy job in the classroom, while still being guaranteed a paycheck. But let's dig deeper. Based on everything I know about my fellow members of the human race, most physically and emotionally healthy people really like the feeling that comes from doing well at something.
Whether it's getting a cranky baby to sleep, cleaning a dirty window until it sparkles, or helping a child sound out a difficult word in their reader, it's immensely satisfying to do well at something. In fact, we know from the devastating substance abuse and depression suffered by many trust fund kids who don't need to work that the satisfaction that comes from expressing our talents is hugely important to our sense of psychological well-being. (This is why Bill and Melinda Gates are deliberately not leaving their entire fortune to their children.)
As a former Fred John Sales award Teacher of the Year recipient -- (it was in college, and I mention it with half a tongue in cheek) -- and more importantly, as a former teacher, I know the joy that comes from teaching children. I loved the feeling of helping a youngster think through a tricky math problem, feel pride in sharing a personal essay, or catch on to a difficult science concept. Teaching was my drug of choice; I loved my work, and was fueled by my passion.
While some bad teachers may have joined the profession after discovering that teaching offered unrivaled job security, I don't believe most of them set out to exploit the system. I think we need to look at the fact that some mediocre teachers did start out with a fire in their belly, and the fire...burned out.
I'm enthusiastically in favor of turning the education system inside out so that inadequate teachers are sent off to other professions while enterprising ones are rewarded for their efforts. Kudos to Michelle Rhee and those like her who have been fearless in their effort to purge the system of teachers who, well, aren't teaching.
But I believe we're going to have to address the underlying issue of motivation, too. It may well be that there are moderately good teachers who would be great teachers if they had less bureaucracy to contend with, more parental support, counseling for the overwhelming stress or fatigue of the job or simply, better training for the rigors of the profession...and on and on. What do ordinary teachers do to become extraordinary? This question needs to be examined and acted upon if the system is to fully right itself.
Otherwise, those of us stirred up after watching Waiting for 'Superman' will simply become like my former husband at our son's birth, cheering our teachers on from the sidelines with generic advice like "You can do it!" without having a real clue as to the immense challenges they're up against.
If we can identify what drives exceptional effort in the teaching profession and replicate that (while weeding out those teachers who simply don't belong in the classroom) we'll accelerate the change that's so urgently needed in the education system. Let's find out what we need to do to revitalize and rekindle the spark and passion for teaching in our teachers, if it's there, recognizing that we all share responsibility for "birthing" these children of ours into the wonderful lives they so deserve.
Follow Susan Stiffelman on Twitter: www.twitter.com/susanstiffelman
Richard Whitmire: The 'Superman' Snub
I’ve been teaching for 11 years. After one of my colleagues suddenly quit, I began researching teacher attrition, and quickly learned that one in three teachers quit in the first three years, and fifty percent quit in the first five years. I interviewed over 70 teachers across the nation, in all types of schools, to learn why they are leaving, and how we change stop the tide of great teachers out the door. I learned what schools, communities, states and our nation could be doing to make teaching more sustainable for the long haul, and I share it in my book, Why Great Teachers Quit and What We Might Do to Stop the Exodus (Corwin Press, July 2010) by Katy Farber.
I appreciate that Susan is asking teachers how they can be better supported to do great work with students. We need to be at the table. The voices of teachers need to be heard in policy making, school governance, student assessment, scheduling, and budgeting.
Katy
The high school teacher has expressed her desire to quit because of parents and stress. She said she just didn't love it like she should and felt burnt out after only a few years. She also told to me that she envied me for teaching college so I assume that lack of freedom in the classroom also plays a role.
A lot of people who go into teaching don't understand what they're getting into and the college of education doesn't prepare them for what's in store. In fact, I have an very low opinion of their death grip on licensure as well as the irrelevant coursework that goes into teacher training. Outstanding teaching is an art that is difficult to learn and the College of Education isn't helping foster the talent or allowing admittance of those who have talent into the profession.
I think another thing that's getting the burnouts is that you're really expected to give your life to the job. Also for younger teachers you're expected to put up a conservative veneer (leave your personality at the door). Between that, the extra work, and trying to have a life outside of school in the digital age and it's a heckuva lot to ask of people.
The reality of the situation is that these days too many kids are out of control - they either cannot pay attention in class or don't want to, they are hyperactive & acting out, and they show zero respect for teachers or other students. Whether it be from pesticides, herbicides, hormones, antibiotics, colorings, preservatives, and lack of adequate nutrition in their foods, from bad parenting & lack of a stabile home environment, or a combination of the two, many kids are coming to school unprepared to learn.
It is the parents' responsibility to properly feed, clothe, bathe & shelter their children, to provide a loving, safe, warm & stabile home environment, and to instill respect for teachers & inculcate the value of education. Tragically, this is lacking in far too many American homes. How many parents do drugs, smoke or drink while pregnant? How many children live amongst drug deals, gangs & domestic violence?
Of course excellence in teaching is to be commended, but the equation for student success must take into account proper parenting & home environment, as well as correct
...as well as correct student behavior.
1. Are most teachers amazing people who are in the profession for the right reason? Yes
2. Are there bad teachers in the system that should leave the profession and where the tenure system keeps them in place? Yes.
3. Does the current education system and schools kill the best teachers from a thousand papercuts or worse? Yes.
4. What do smart teachers (the majority) do when faced a system that kills the best and protects worst? Either leave the profession before you get killed (they are in droves) or lay low and stay "ordinary" so you can survive the system.
The best things we can do to save education and to help teachers: (a) stop the system from killing the best and (b) stop protecting the worst. Give the support and the space to teachers to become extraordinary!
Staying ordinary alows teachers to stay, but they are forced out if they are smart.
Huh?
http://reading-sage.blogspot.com/
As one who has spent those 26 years talking back to the system and advocating for students rather than "the system," I can tell you from personal experience just how exhausting and debilitating that can be. One has to be incredibly strong to survive the pounding that is given to those of us who dare to stand up and demand to be heard.
When one enters the classroom in many districts, one has truly entered Alice's world, where up is down and priorities are focused on administrative and operational agendas rather than on student learning and well-being. Quit bashing teachers. We have almost no power. Focus the microscope on those out of the classroom who do.
I'm sorry to any teachers who have read this post and taken it to mean that I believe teachers to be the cause of the terrible hole our education system has fallen into. On the contrary, while I was profoundly moved by Waiting for Superman and engaged with the many conversations around it, I found myself compelled to point out that blaming teachers is NOT fair. My point--clearly not adequately or clearly written--was that, just as it was easy for my then husband to point out simplistically that all I needed to do was "push harder" as I tried to birth a nine and a half pound baby after 2 days without sleep or food, those of us NOT in the classroom cannot complain--in broad strokes--that the problem is mediocre teachers.
Sounds to me like you didn't love it. You enjoyed certain aspects of it, but the job was simply too tough for you to handle.
People who actually enjoy it it, don't quit so quickly. The good parts of the job out weigh the bad.
Average teachers who try their best in the conditions you describe are heros too. Even below average teacher if they care... They are the people who don't quit because it's a tough job. More importantly, they are the people who are performing a job that so few in a culture preoccupied with wealth and fame will attempt
It is a foolish notion that our nation, full of mediocore individuals, will find millions of exceptional individuals to work in a profession that:
Is constantly browbeaten in public;
Poorly paid (When the 50+ hours of work a week to do a decent job are employed);
Given scientificaly unattainable universal standards required for achievement;
Threatened with universal dismissal starting in 2014 based on the test scores of students who are not in their class and/or often don't try on the tests.*
*Or have ANY reason to try on the tests - Testing is not a high stakes activity for students. If I were a high school student today, I would bubble in Fu.. You on the test - like so many do. From the perspective of a double digit percentage of students, the tests are an activity that is a waste of time.
The No Child Left Behind law standards and consequinces are insane.
Address the real crisis in education - underfunding, trauma, abuse, and poverty. The rise of the oligarchy and their attack on the last of the labor unions is in the mantra of failing schools and the propaganda.
For instance - did you know that Guggenheim's film lies? This girl was one of the 5 up for the lottery - but it turns out, not because of the circumstances WFS expounded. What else did Guggenheim lie about? And yet, this post somehow piggybacks on those lies. Watch Emily Jones of Waiting for Superman in her interview in which she exposes the lie:
http://toped.svefoundation.org/2010/10/18/emily-jones-of-waiting-for-superman-on-why-she-entered-the-lottery-for-summit-prep-charter-high-in-redwood-city/#
Again, I don't believe it's the teacher's fault. My point in writing this piece was in fact to discredit that oversimplification, and I'm sorry I didn't say that clearly enough.
Stop with the business model of a civic institution - it won't work, just like "trickle down" economics. Make it against the law for private foundations to head charter schools - they claim they are non-profit, but when you follow the money they reap lots of bucks for their managers and owners. For instance - Imagine Schools owners also own the real estate investment company who then turns around and rents the property to their schools, at tax payer expense.
Invest in the inner-city and rural areas - give tax incentives to companies who provide jobs at a living wage. Fix the tax code that has allowed the top 1% to have 95% of the wealth and focus on raising the standard of living for the poor and middle class. We are back to the disparity and inequity of the 1890s and 1920s.
Above all, respect teachers enough to know how to create curriculum that leads to life-long learning and empowerment, rather than continue to allow politicians to dictate via school boards, Foundations, or Washington. And stop judging schools, students, teachers on test scores. Judge them on what
Those of you teaching are without question the heroes in this country. My point was to emphasize that there may be some mediocre teachers taking advantage of the tenured system, but that the majority--from what I can see- are simply overwhelmed and exhausted, and need...something (you teachers can tell the rest of us) to help revitalize them so they can do their work.
Hey, it's a profession, not an religion. Teachers live in the real world. They work every day to improve the lives of kids. They don't have time for the do gooders (most are corporate do badders) to interfere with them trying to teach. Take your zeal and use it to try to improve social conditions. Do not disparage educators and public education.
Anyone can do test prep, but really teaching, and having students really learn, involves more than that and I think teachers are beaten down by the lack of control and voice in their classrooms.
In terms of improving the economic situation for many young learners I have three suggestions:
1. Eliminate lobbies and any private money in electoral campaigns which should be no more than three weeks long as in Britain. Debating time should be donated by the media.
2. Give any candidate running for public office a minimal "basic knowledge test" so at least we can be sure he/she isn't a moron.
3. Change the tax structure to where it was in the 1950's (91 % top)and subsidize small businesses with the money in order to give their underpaid workers a "living" (not minimum which isn't "living") wage.