Archive for the ‘Teaching’ Category
A high school English teacher in Queens builds a library of graphic novels for his struggling readers. A pre-K teacher in the East Village helps her students care for their own caterpillars as they transform into butterflies. And a 3rd-grade teacher in an impoverished section of the Bronx makes sure every student goes home with a notebook and pencil — because, she says, “It’s a little thing for us to give them those supplies, but for them it’s like the biggest thing in the world.”
In classrooms across the city, teachers and students are accomplishing amazing things every day. But they need the supplies — and the funding — to make it happen.
Teachers know best what materials they need for their classrooms and their students. That’s why, more than 25 years ago, the UFT initiated the Teacher’s Choice program. Traditionally funded by the City Council, Teacher’s Choice gives educators the freedom to purchase their own supplies for use in schools.
Because of the recession, Teacher’s Choice was eliminated during the 2011–12 school year. Although funding was restored the following school year, the amount since then has remained a fraction of what it used to be even as our city’s economy has recovered.
Our city now has the most state education aid it has received in eight years. Yet our teachers continue to spend hundreds of dollars out of their own pockets to give their students a high-quality education.
Our teachers and our students deserve better. It’s time for the City Council to restore Teacher’s Choice funding.
Should a child miss school for a family vacation? It’s a tough question that Jessica Lahey explored in a recent New York Times column.
I’m a parent and a teacher, so I’m of two minds on this issue,” Lahey writes. “I have taken my children out of school for family events and other trips we deemed valuable enough to warrant a school absence. On the other hand, I am also an educator, and I have seen the havoc these absences can wreak on students and their teachers. It takes a lot of time to pre-plan for student absences, to package work that will approximate missed lessons, chase children down for that work, and invest extra one-on-one time in makeup sessions.”
Some teachers told Lahey that the such absences require them to prepare materials before the student goes away, or help the student catch up on his or her return. One educator told Lahey that technology could lessen the disruption: “Tech is not a replacement for teachers in those family trips, but it does become an extended connection for the student,” he wrote.
Lahey quotes some common sense from an Ontario psychologist who came up with the mnemonic FLAG – for frequency, length, ability and grade – to guide parent and teachers on this issue:
How frequent are the vacation absences? Parents send the wrong signal about their commitment to education if they remove the child from class too often.
How long is the absence? Too many days away might produce a learning setback for some children that they will struggle to overcome.
Does the child have the ability to catch up? Depending on the child’s temperament, the absence may produce anxiety about missing class lessons.
Missing several days in 3rd grade is very different from missing several days in high school. Take into account the child’s grade.
Striking the right balance between family time and the classroom can be tricky. Tell us your thoughts.
by Ms. D, a 5th-grade ICT teacher in the East Village
If you’re interested in writing for the New Teacher Diaries, email firstname.lastname@example.org!
Every new teacher knows that feeling when a new year starts — the glass-half-full Augusts when you dream of the boundless potential of your incoming students; the vow every year to work harder than last to make this the best year yet; the idealistic expectations you set for yourself as the school year begins.
Every teacher also knows another feeling — anxiety when the annual honeymoon period comes to a close and you realize imagination and reality couldn’t have been farther apart.
Nine days into the previous school year, my 5th-grade student Taquan was already on a schoolwide list for low attendance. I tried a few strategies, to no avail.
Attendance wasn’t Taquan’s only issue. Countless conflicts, angry outbursts and threats of suicide were also serious concerns. I began to pray for an answer, for a solution, for a change for him. I volunteered my time to tutor him privately after school. I contacted the Administration for Children’s Services repeatedly. Then, one night at 10:30 p.m., I got the phone call that changed everything.
“Ms. D? I don’t know what to do. I need help,” Taquan pleaded.
“Those kids. The ones I told you about. I was at the park and I looked across the street and they were running toward me. They tried to jump me.”
“Wait, start over, why? What did you do? Are you OK? Does your mom know?” I flooded him with questions.
“I’m OK. I ran into the projects behind mine. But I’m scared.” I could hear the tension in his voice.
“How are you getting to school tomorrow?”
“I’ll get you in the morning. You’ll have to wake up early and I’ll call you when I’m outside. When we get to school, we’ll figure it out, OK?”
“OK. Thanks, Ms. D. Really, thanks …” His voice faded away.
Every new teacher is all too familiar with the next feeling: Defeat.
Feeling threatened after that night, Taquan’s flight-or-fight instincts kicked in, and he entered survivalist mode. He joined a gang at the school and began carrying a screwdriver. He insisted he needed protection.
After everything I had done for him, I began to wonder, “What can I possibly do for my students? What hope do I have for making a positive impact?” The answers were unclear until the day I read “Tuck Everlasting” to them.
“No connection, you would agree, but things can come together in strange ways,” wrote the author, Natalie Babbit. “The wood was at the center, the hub of the wheel. All wheels must have a hub. A Ferris wheel has one, as the sun is the hub of the wheeling calendar. Fixed points they are, and best left undisturbed, for without them, nothing holds together. But sometimes people find this out too late.”
This idea of myself as a hub in my students’ lives gave me the power to continue on.
“You did this for me, didn’t you?” Taquan probed a few weeks later.
I’d arranged for a group of six high school students to visit my class. Their task was to discuss gang awareness and offer advice for how to avoid the lifestyle.
“What do you mean?” I responded.
“You asked them to come here for me. You got sick of me fighting all the time and wanted me to hear this.”
“I’m not sure what you mean,” I said, smiling.
“I get it, in case you’re wondering,” he continued. “I’m gonna stop. I won’t do it anymore.”
“All of it.”
It’s my hope that every new teacher sticks with the job long enough to know the next feeling: joy.
It didn’t happen overnight, but Taquan began attending school five days a week rather than four. He started going to an after-school program to do his homework rather than hang out on the streets. He learned to cope with his anger well enough to avoid physical altercations. And I recently found out he went from a Level 1 to a Level 2 academically.
Taquan still faces difficult choices, and I know his path ahead won’t be easy. But for now he remembers the things I’ve tried to instill in him and is receptive enough to the relationship we’ve built to seek advice and an escape when he needs it.
Every new teacher will go through myriad emotions as they set out on their journeys. But it is joy that new teachers should wait for with bated breath. It is joy, after all, that brings meaning to our profession and supports the belief that we can and will change lives.
At the Huffington Post, blogger Elizabeth Weill-Greenberg has a message for public school teachers: We apologize.
“We refuse to allow public education to be privatized, perverted by profits, and reduced to endless hours of test preparation,” writes Weill-Greenberg in a post titled “An Open Letter to Public School Teachers: We Apologize.” “We refuse to allow our schools to be judged, opened, closed, and funded on the basis of test scores. We refuse to allow the teaching profession to be scripted and threatened.”
Weill-Greenberg, who lives in New Jersey, highlights an outrageous irony in Highland Park: Almost a dozen positions (including literacy coaches and a substance abuse counselor) were eliminated, only to be replaced by a data analyst and administrators earning a six-figure salary. Administrators went on to issue guidelines to teachers on exactly how to craft their bulletin boards and based their evaluations of teachers partly on bulletin board displays.
“And so, to those educators who value play, critical thinking and creativity, we apologize,” Weill-Greenberg concludes. “We are angry, fed up, and inspired to opt out, speak out and stand with you.”
Read the full post here.
[This editorial was originally published in the March 6 issue of the New York Teacher.]
Would you want a doctor who had completed one year of medical school instead of four? A lawyer who had finished only one semester of law school?
In other professions, we assume that practitioners will have proper training.
But for teachers, a dangerous sort of denial has taken hold about the preparation needed to be effective in a classroom.
It is as if our society had tacked up a sign: Teachers wanted. Little training required. The less experience, the better.
Two programs that may promote the belief that teachers require minimal preparation are Teach for America and the New York City Teaching Fellows.
The UFT counts among its ranks thousands of Teaching Fellows and a handful of Teach for America teachers. The union proudly represents them and honors their good work. But many of them have a hard time in their first few years given the gaps in their training.
The Teaching Fellows program was founded in 2000 when the city faced a shortage of certified teachers. Its participants receive a crash course of six weeks of training before they are placed in high-need schools while continuing their graduate work after school and on weekends.
Reports over the years have documented that a significant number felt unprepared for the classroom. This concern has surfaced again in a new UFT survey of teachers. Among respondents, Teaching Fellows were more than twice as likely to rank their training as poor or fair as teachers certified through traditional college programs.
Since 2005, the city has had contracts totaling nearly $50 million with The New Teacher Project, which runs the Teaching Fellows program. We urge Chancellor Fariña to evaluate that contract closely to determine if it serves the city’s needs.
Also under the spotlight recently is Teach for America, which requires only a two-year teaching commitment from its participants and gives them just five weeks’ training before placing them in high-need schools. The organization Students United for Public Education has a new Twitter campaign, #ResistTFA, that has generated a hugely popular twitter chat about the controversial program.
The chat may be the start of an important debate.
Teaching is both one of the most rewarding and the most challenging jobs. To do it well, teachers need and deserve excellent preparation. And children need and deserve well-trained teachers.
Li Wenlan is in her second year as a middle school ELA teacher in Brooklyn. In this entry, she recalls analyzing the Robert Frost poem “Nothing Gold Can Stay” with her 7th-grade Integrated Co-Teaching class. If you are a newer teacher and would like to write for the New Teacher Diaries, please email email@example.com!
The education reform movement has an obsessive adherence to rigidly structured lesson plans, bewildering algorithms to quantify teacher effectiveness and the relentless collection and analysis of student data. But in my second year of teaching, I’ve come to realize that a true education is messy — gloriously messy, like a Kandinsky painting.
A true education blossoms at the nexus of wondrous insight, courageous inquiry and dazzling tangents. It eschews the arrogant certainty of algorithms, the military precision of linear thinking and the uninspired conformity of logical progression.
Halfway through my 7th-grade class’s study of S.E. Hinton’s The Outsiders, the adolescent Ponyboy runs away with Johnny after the latter accidentally murders a Soc, a member of a rival gang. While sitting in an abandoned church and ruminatively observing a beautiful sunrise, Ponyboy is moved to recite “Nothing Gold Can Stay,” a Robert Frost poem about the fleeting nature of life. After his recitation, Ponyboy confesses that he “was trying to find the meaning the poet had in mind, but it eluded [him].”
Here was a chance for my students to help out their beloved protagonist by analyzing the poem’s significance.
I began the lesson by modeling a close reading of the first couplet of the poem on a document camera. I highlighted select phrases that stood out and recorded lingering questions and tentative interpretations in the margins to make personal text-to-self connections. Throughout the modeling, I invited my students to weigh in by asking them to contribute possible responses to my questions or to provide alternative interpretations. Then I asked my students to try to close-read the last three couplets of the poem independently.
When my co-teacher and I initially peered over the shoulders of our students, we noticed that many of them were reticent about jotting down their thoughts, understandably nervous about traversing into deep, unknowable territory. But slowly, questions — and interpretations cloaked in the safe, humble guise of questions — began to emerge.
“What did Frost mean when he wrote ‘So Eden sank to grief’?” “When Frost wrote ‘leaf subsides to leaf,’ did he mean that the leaves were dying?” “Isn’t this line similar to this other line about how the flower can only last an hour?”
My co-teacher and I agreed that it was time for our students to share their thoughts and wonderings out loud with each other.
Despite my students’ initial reluctance to delve into challenging poetic terrain, our whole-class discussion unexpectedly became a safe, nonjudgmental haven within which to share ideas. And though I had prepared a set of text-dependent questions that would guide my students to a more symbolic interpretation of the poem, I quickly brushed those aside as my students unwittingly took the lead.
Unburdened by my carefully-laid plans for a scaffolded discussion, students jumped from line to line, couplet to couplet, making unlikely connections amongst disparate phrases, peers’ remarks, and other works of literature. With only the gentlest of teacher guidance, the discussion flowed wherever my students willed it.
“Gold refers to something that’s valuable or precious, so I think Frost is trying to say that nothing good in life can last forever,” offered a student.
“Well, if that’s the case, what are some good things in Ponyboy’s life that don’t last forever?” I asked.
“Maybe the important people in his life. For example, his mom and dad, who died in a car crash,” suggested one student.
“Or maybe he’s relating it to the sunrise and his friendship with Cherry, because even though they see the same sunset, their friendship still can’t last because he’s a Greaser and she’s a Soc,” suggested another.
“But what about the Garden of Eden? What’s that got to do with anything?” a student asked.
“Maybe it refers to a character from the novel that’s grieving?”
Suddenly, another student who had been quietly observing the discussion excitedly chimed in: “I got it! It’s Darry, when Ponyboy runs away! Maybe Darry is the Eden that grieves when he realizes that he has lost Ponyboy!”
“I’d actually like to share a text-to-text connection I’ve made between that ‘So Eden sank to grief’ line and the myth of “Icarus and Daedalus,” said a student. “When Icarus dies after flying too close to the sun, Daedalus becomes so heartbroken that he literally sinks to grief because he gives up flying for the rest of his life. This situation is actually pretty similar to both Ponyboy’s and Darry’s that other students mentioned.”
I have heard teachers bristle at the prospect of teaching struggling students out of the mistaken fear that they will have to sacrifice sophisticated intellectual inquiry for mind-numbing, rudimentary mechanics. Though my students’ writing certainly suffers from its fair share of run-on sentences, nonexistent thesis statements and weak explanations of text-based evidence, I still wish those teachers could see my students. I wish they could see how their burgeoning insights and intellectual courage belie their test scores, see how they are able to escape the fetters of low self-esteem to take a chance on their brave ideas, see how they make breathtaking, convincing connections between “Nothing Gold Can Stay” and the myth of “Icarus and Daedalus” or the Bible.
The process of reading a poem is, I’ve come to realize, a lot like teaching. You don’t know where your mind (or your students’ minds) will wander, what questions will emerge or what imaginative insights will blossom, but you let go nevertheless.
And this can lead you to moments of buoyant incandescence, to life-affirming moments when both teacher and student become equally genuine arbiters of knowledge, to unreal, quite bittersweet moments, in fact, when life imitates art and you realize that this very moment is so, so “golden” that it certainly cannot stay.
And yet, it does.
by MsOui, a first-year 2nd-grade ESL teacher in Queens
Advance: Formerly just a category students were put into based on ESL assessment scores; now it is the name of a new teacher evaluation system we are all still trying to figure out.
Budget: Hopefully in my second year of teaching I won’t have to spend quite as much of my own money on classroom supplies as in my first.
Charlotte’s Web: The first text my 2nd-graders read in our ELA curriculum.
Danielson: Familiarize yourself with this teaching framework and you will be amazed at how you grow in your instructional practice.
Engagement: No matter how interesting and awesome a lesson is, there’s always one student who sits in the corner and reads a book.
Family: The relationship I have with my students. We stick together like crazy glue!
Gobbela: What we named our paper turkey, who was eventually replaced by a stuffed turkey acting as our class mascot. Fortunately, by “stuffed,” I mean with cotton.
High expectations: Because sometimes all it takes for a student to succeed is a seed of belief planted by someone they believe in.
Inspiration: Learn to grow, grow to teach, teach to learn.
Just kidding: Something I learned I can no longer say to my students – because after awhile they won’t take me seriously. I’m not kidding.
Kaleidoscope: Looking at my students is like looking into a kaleidoscope. I see so many bright possibilities. We as teachers have the ability to adjust our perspective to create high expectations for all students.
Laughter: Giggles, chuckles, snorting and bellyaches.
Mathematics: What’s odd plus even? Even odder. Math has become more than numbers. It includes word problems or riddles that calculators cannot solve.
Normalcy: Each student shows me unique and extraordinary possibilities, and this has become the norm.
Oops: Failure drives our success.
Princess: I have one student who frequently forgets to write her name on her test papers and assignments. However, her illustrations always include the same princess on a unicorn with a rainbow background. While other students print their names, she has her own signature!
Quiz: What used to be called quizzes are now called assessments. If you tell students they are having a quiz, you’ll just see a quizzical look on their cute faces.
Rainbows: See princess description above.
Sarcasm: Sarcasm confuses the students who are told their parents are going to be so happy to hear that they are misbehaving at lunch that day. I will just say what I mean and mean what I say from now on.
Tattle: Yes, because your partner spilling a drop of water on her desk will somehow have an astronomical effect on your learning.
Unicorn: See princess description above.
Vow: Because children have pretty darn good memories, keep those promises. Once a promise is broken, good luck!
Why? Curiosity sparks discussion. Get ready. Kids can say the darndest things!
Xerox: Another paper jam?!
Yo-yo: Days are filled with ups and downs…ahhh, and the worst is when the tricks are performed!
Zeal: If you still have this on day 180, then congratulations, you have survived your first year of teaching. Now the best thing about this year is what’s yet to come!
[This op-ed originally appeared in the Jan. 16 issue of the New York Teacher.]
Newly appointed Chancellor Carmen Fariña told Department of Education staff during her first day on the job that we need to put joy back in the school system.
Now that is a word we haven’t heard from a schools chancellor in a long time. The Bloomberg administration seemed intent on the opposite goal — sucking the joy out of education.
Fariña also recognizes that at the center of everything that schools do is teaching and learning. “All change happens in the classroom,” she said.
It always has.
Even through 12 years of disruption and damage to schools caused by the Bloomberg administration, UFT members have never stopped bringing a sense of excitement to their work and instilling the joy of learning in their students.
Brooklyn teacher Eleanor Terry, profiled in this issue of the New York Teacher, stuck to the textbook during her first year teaching Advanced Placement statistics at the HS for Telecommunication Arts and Technology, She soon realized that coming up with her own assignments would make statistics more exciting for her and her students. Now Terry’s classes conduct exit polls of voters, analyze baseball salaries and calculate the future impact of college loans.
Her students have become so comfortable with statistics that some use it in pursuing personal interests, such as analyzing their own performance records in sports.
Another math teacher, Elisabeth Jaffe, who wrote the Teacher to Teacher column below, gives class projects in which each student has some choice in the assignment.
Jaffe wants her students at Baruch College Campus HS in Manhattan to develop the same tenacity in academic work as they show in facing personal challenges.
“With a certain amount of freedom, they become more willing to work hard,” Jaffe writes. “They also discover the value of what they learn and a desire to learn more.”
Jaffe and Terry are just two among the tens of thousands of teachers, paraprofessionals, counselors, therapists and other school staff who do amazing work every day in our schools.
They know what Fariña reminded us — that joy is at the heart of all teaching and learning.
hudsynyc is the pseudonym of a second-year high school ELA teacher in Brooklyn. If you’d like to submit an entry for the New Teacher Diaries, please email firstname.lastname@example.org.
Sixteen 14-year-old girls taught by one 28-year-old woman. It is my second year having an all-girls 9th-grade advisory class at my high school in Brooklyn. Advisory is a more informal class where students have the opportunity to build real relationships with each other and with their advisory teacher.
By the end of September, my group of girls knew many things about me: I am originally from the New Jersey suburbs. I have a cat and a dog. I play soccer every week. I am relaxed but like to get things moving and accomplished in the classroom. They knew I buy my jeans at American Eagle and that I am never without an iced coffee in the morning. What they didn’t know was that I am married to a woman.
Although our school does not yet have a gay-straight alliance or any LGBT staff members who are out to the students, gay or bisexual teenagers seem ordinary to many of our students, who speak freely about their own sexuality and that of their peers. We even have a transgender student who changed his name and now uses the boys’ bathroom and locker room (as per the DOE’s nondiscrimination policy and our principal’s unyielding support).
At the start of this year, I was out to only that group of 10th-grade girls who had been in my advisory class last year. Now I had a new group of 14-year-old girls who didn’t know. What would they think? How would they look at me? Would they feel awkward sitting near me? I remember how I was at their age. And their parents? Their grandparents? Parent-teacher conferences were only a couple weeks away. Many of their families were religious or from cultures less tolerant of homosexuality. Some of the students must be homophobic, I assumed.
But one Friday, a student from last year’s advisory dropped in to say hello to me. As we were chatting, she asked how my wife was doing.
After she left, one of my most bubbly and outspoken girls asked without hesitation, “Are you bi or gay?”
I tried to keep it cool. “Oh, yes. I forgot. I haven’t told you guys yet, have I? Now when I tell you this, I want us to remember our advisory family rules No. 1 and No. 2. Listen without judgment. And respect.”
“I’m married to a woman. I’m gay.”
Cheers and claps. “You’re married to a woman?” More cheers and claps.
Hands shot up into the air. “I just want to say that I hate when people bully gay people or have something not nice to say. Just let people live.”
“For me, being gay is just as normal as being straight,” another student said. “Every woman in my family is gay besides me and my mother. My aunt’s gay. Her girlfriend’s always over at our house. That’s just how it is. We all sit around together.”
“I’m fine with everyone,” a third student responded. “Love who you love. But my grandfather, he’s not. I can’t stand the things he has to say when someone gay comes on the TV. I’ve tried to talk to him about it, but there’s no point. He just doesn’t listen.”
“My mom used to be the same way,” a different student said. “I just kept talking to her when she made those comments. She’s still, you know, whatever. But she’s getting better. It takes time.”
“What’s your wife’s name again? Where is she from? Is her mother OK with everything? How did you meet?”
Looks like my assumptions were wrong.
by J. Isabel, middle-school ESL teacher
The week after Thanksgiving is largely heralded as one of the most reviled times in the school calendar. After all the turkey, mashed potatoes, stuffing, and pie, no one is in a position to come in and teach Common Core-aligned curriculum. No one wants to check for understanding, no one wants to use positive reinforcement to improve student behavior and no one wants to conference with students.
So let’s talk a little bit about a handy little chart that’s been floating around the Internet. It’s used frequently in first-year teacher seminars and professional development sessions.
Although this chart focuses on the feelings of first-year teachers, I really do think this is applicable to anyone who works in schools.
See where December is? Disillusionment. It’s the lowest point of the year — the time when teachers, administrators and school staff the whole world over wish to God they had chosen another career.
Well, let me tell you, I’m feeling it.
I teach English to Speakers of Other Languages (ESOL) to middle school students. On an intellectual level, I know why I’m here. I care about my students very much and I want them to be able to succeed despite a deck that’s stacked high against them. I know that ESL is not a field that many people take seriously or even consider to be a real subject (“Why can’t they just learn English?”). I know that my emergent bilinguals are some of the brightest and most compassionate students of all the kids I service.
Yet, if I were offered another job right now, I’d take it. Straight up. Quit in the middle of the year. Two weeks’ notice. To hell with all of it.
I know that’s some inner part of my id talking. That’s not rational, organized, hardworking J. Isabel talking.
My practicum advisor always says to get strength from your students. Let their energy infuse you, become part of you. I’ve been listening to some really upbeat salsa music, drinking too much coffee and trying to smile even if it’s fake. Because maybe eventually, that fake smile will turn into a real one.
J. Isabel is a second-year ESL teacher in the Bronx. This entry first appeared on her blog, Lessons in Teaching and Learning. If you’d like to write for the New Teacher Diaries, email email@example.com.
Miss Education is in her second year teaching 4th grade in the Bronx. This year, she’s found herself deeply affected by the challenge of seeing her students struggle with standardized tests.
In early October, I had to administer yet another pre-assessment to my students. I understood that my students were starting to feel frustrated and uncomfortable with all of this pre-testing going on, so I really tried to make it as painless as possible. I explained what had been explained to me. I said, “These tests will not affect your grade; the purpose is to help me, as your teacher, see how much information you know.” I explained that the results of these tests would help me be a better teacher because I’d know what I need to focus on with them.
The test was 90 minutes. It had five constructed response questions — all of which were worded in a way that was more complex than necessary, making the questions confusing and even awkward to read. Nonetheless, my students trusted me, so they accepted the pre-tests with an eager smile and a look of consent.
Ten minutes in, I started to see a lot of worried and insecure faces. After some more time, I heard paper rustling as if someone were madly flipping through the pages of a book. I scanned the classroom and noticed Adam. Adam was flipping through his test aggressively. His face was pale. Next thing I knew, Adam was waving the whole test packet in the air violently. I nearly ran over to him to intervene.
As soon as I put my hands on his shoulder, Adam stopped waving the paper. “Hey, hey, hey! Relax, relax,” I said. I told him to stop and take a breather, to put his head down and take a break. Tears welled up in his eyes, and he put the paper aside.
Adam is 9 years old. An unnecessarily stressed 9-year-old. I felt so angry with myself and with the whole system. What are people thinking? Why am I allowing myself to be used as a tool to impose these ridiculous and overwhelming tests on my students for the sake of statistics? I felt extremely guilty and sad about Adam. I wonder how many of those “intellectuals” who created these tests and these methods have actually had experiences with 9-year-olds.
This whole situation made me question and reassess my role in the classroom. These tests are not an accurate measure of student intelligence or learning. I know many people feel the same. I just don’t know why our public education officials don’t do anything about it.
That’s the question asked in last week’s Atlantic, in a piece by Liz Riggs titled “Why Do Teachers Quit?”
But perhaps a more important question is: Why do teachers stay?
And how can we keep them?
The statistics are troubling but familiar: between 40 and 50 percent of teachers leave the profession within their first five years.
Most of us can hazard a guess at why teachers leave, and Riggs names them all: lack of support, lack of respect, low pay. But the crucial flipside of teacher turnover is teacher retention, and Riggs is fairly definitive about the latter:
If the overall attractiveness of teaching as a profession gets better, the best teachers will enter the profession, stay, and help increase the effectiveness of schools.
She also quotes Richard Ingersoll, a sociology professor at the University of Pennsylvania who has done extensive research on teacher turnover and retention: “To improve the quality of teaching,” Ingersoll says, you need to “improve the quality of the teaching job. If you really improve that job…you would attract good people and you would keep them.”
But how to improve the quality of a teaching job is the big question. Ingersoll found that higher pay isn’t necessarily the most significant factor in attracting and retaining teachers.
What does make teachers want to join and stay in the profession? A supportive school administration, for one: Ingersoll’s research shows that teachers who have access to mentors and administrators who encourage them are more likely to remain in the job. Interestingly, Ingersoll also cites parental involvement and student achievement as a factor.
In other words: It takes a village to keep a teacher.
What do you think would encourage more teachers to stick with the profession?
Read the article in its entirety »
With shows like American Idol and The Voice suggesting that anyone can become a pop star, it was only a matter of time before we had a reality show suggesting that anyone can be a teacher.
In 2010, A&E brought us Teach, which featured actor Tony Danza teaching English at a Philadelphia high school. Danza went on to write a book, aptly titled I’d Like to Apologize to Every Teacher I Ever Had: My Year as a Rookie Teacher at Northeast High.
Now we have Dream School, which premiered last week on cable TV. Celebrity chef Jamie Oliver and rapper 50 Cent produce this show that follows celebrity attempts to teach 15 teenagers who have either dropped out or been expelled from school.
The celebrity teachers’ mission is “to excite these young minds, reignite their passions, and get them to graduate from a real, accredited high school,” according to the show’s publicists.
The show’s real-life dropouts have all faced challenges familiar to anyone in urban education: teen pregnancy, bullying, drug addiction, a dying family member. They have come to Dream School for what the show’s publicists call a “last chance” to graduate high school.
What groundbreaking tactics do the intrepid celebrity teachers bring to the classroom? Well, for starters, 50 Cent kicks off the first day of homeroom by, brace yourselves, asking the students to suggest classroom rules.
“In a traditional school, these students would just be expected to follow the rules,” says Dream School’s principal (who off-screen is the superintendent of a suburban school system in California). “But here, we want to empower and motivate each and every kid to be part of the process.”
Did you hear that, you teachers in “traditional” schools? Is it possible that you somehow missed that you’re supposed to empower and motivate your students?
Oliver Stone is the history teacher, and if you think of every approach you would not use for reaching your most disengaged students, you’ll get a sense of Stone’s instructional strategies. He drones on while the camera zooms in on the clock ticking and students falling asleep at their desks. “This is a great example for folks coming in: Teaching is hard,” observes the principal.
Teaching is hard – but this show seems to us at Edwize like a shameful gimmick that’s disrespectful to both teachers and high-risk students. Can you imagine the outcry if we had a show, Dream Courtroom, where non-credentialed celebrities represented defendants in their “last chance” to avoid prison? Or Dream Hospital, where celebrities acting as doctors became their patients’ “last chance”…literally?
What do you think? Does Dream School reinforce the public’s misunderstanding of what makes a good teacher? Or, could the show have a positive impact by showing that teaching is not as easy as some may think?
In this weekend’s New York Times, columnist Joe Nocera explores how teacher preparation programs leave many teachers unprepared for the realities of urban classrooms:
Both [teachers] have undergraduate degrees in elementary education, yet they both recalled how lost they felt when they first stood in front of a classroom. They hadn’t done nearly enough student teaching, they felt, and, in any case, the student teaching they had done hadn’t prepared them to deal with issues, as Edel put it, “like poverty, drugs, crime, and hunger” that she was seeing on a daily basis. Melinda recalls thinking that even the most basic elements of her job — classroom management, organization, lesson planning — were things she had to figure out on her own, after she had begun teaching. When I asked them what they had learned in college, they shouted in unison: theory!
“Shouldn’t teacher education be precisely what the reform movement should be focused on?” asks Nocera.
by Frankie Ursula, high school history and economics teacher
Punching my alarm clock again, for the last snooze around 6:55 a.m., I am dream-thinking. In that weird place between wake and sleep, I slowly recall that I am a high school history teacher. Every day I willingly return to the one place that I once wanted so desperately to flee from that I graduated two semesters early.
For several hours, I will teach street-smart kids how to prove people wrong by knowing where Cambodia is and how to express the gravity of what happened there. We get to talk about things that matter for a few brief moments between the whining and procrastination after I must transition into an obligatory assessment of their skills and knowledge. Teenagers have their voices heard, no matter how profanity-riddled, in my classroom, if nowhere else. I have become an anachronism of every awesome teacher that I’ve ever had. Students with learning disabilities or English Language Learners offer their opinions on controversial topics. Some kid started watching the news for the first time last week and then actually volunteered his hand to ask if North Korea was going to bomb us. I mix in a YouTube video or two along with traditional news sources to widen their avenues of perspective.
Nevertheless, the administration is on my back with a new jargon-peppered list of improbable things they need to immediately see upon entering my class for an observation. All students will be engaged and excited about learning the privileged stories of people who’ve changed the world, but have never been to Brooklyn. At least today, Jane Doe from the DR asked me how anyone knows which religion is really real if there are so, so many all over the world. That seed of doubt in the presumed infallibility of organized religion must count for something somewhere.
On a weekly basis last year, I was very conflicted and angry about my new job. Or I was amused. Or I was already over it, on LinkedIn editing my profile. I had my hands in my hair, begging someone to tell me what a monarchy was for the thirtieth time since September. I high-fived a kid who just finished an in-class essay early after skipping nearly two weeks of my class. I often handed out candy to condition thoughtful responses and this did not work as well as I was led to believe it would. The bell would ring, I’d be ambushed by the next group of students. I would sit at the back of my empty room at the end of the day, crying again after another derailed lesson full of verbal abuse. Harsh words that I was expected to deflect or ignore because there is no such thing as detention anymore. I was shaped from the clay of a new breed of instructors, expected to be an emotionally consistent robot and child behavioral psychologist. I made frequent calls to family, friends, mentors, lovers; anyone who would calm me down and give me some practical advice. They told me to quit or to toughen up. They said, why don’t you go apply at a white school, a private school, a “good” school. They said this without sarcasm or shame and I replied, no, that’s not it. It is just that I don’t feel good like they tell you martyrs are supposed to feel right before dying for what they believe in.
This year going in, I’m a bit more hopeful. I’m a temporary teacher (statistically, this is most likely true) trying to prove my relative effectiveness to the people who pay me. Some think that a daily Skype session could replace me. To society, I am the pathetic failure of “those who can’t do, teach”, or I’m bravely starring in the endless sequel to Dangerous Minds, or I’m the lazy overpaid troublemaker who won’t shut up about The Liberal Agenda. I’m reading another article about some idiot educator who has just abused their power on a profoundly inappropriate level. I’m looking for the articles about my teacher friend who taught an 18-year-old freshman how to finally write a five-paragraph analytical essay. Or my friend who dresses up in wigs and co-stars in the short videos created by her students with emotional behavioral disorders in the film club. Or any positive press about all my colleagues who don’t secretly think that their students are too stupid or too damaged to really give a damn about. I’m sure as hell not going to do this forever, and that’s okay right now.
That’s how this thing works, our education system. Some other fresh blood will soon seep into the broken machine of public schooling. It will be their turn to try to interpret and apply the latest band aid solution to our gaping wound of unequal outcomes. She will ask me for advice and I will tell her something that works on Monday but fails by Wednesday. By Friday, we will both be at separate bars drinking our way through a window of respite from our endless lists of things to do. Or we’ll be at separate gyms trying to work mental stress out through the vehicles of our tired bodies. Pick your poison.
They all expect us to solve every socio-economic problem in this country through teaching the youth of tomorrow how to pass state exams. Our efforts are not the salve they seek. Teachers are not politicians, policy makers, economic advisers, and therapists, though some retired teachers do enter those fields hoping to bring in a privileged perspective. We are overwhelmed, earnest people clinging to the ideals that got us through our first year teaching. And here comes the fall again, licking at the last few rays of summer.
Frankie Ursula is the pseudonym of a second-year high school history and economics teacher in Brooklyn. If you’d like to write an entry for the New Teacher Diaries, email firstname.lastname@example.org.