This teacher has two sons PROUD of the fact that she's an educator.

While my boys, attending public school for their entire education, experienced great, good, bad, and indifferent teachers, they never lost sight of the point: for them, thinking and learning.

I was troubled over an incident at school this week, and I took it to my oldest son, who is 30. He listened, and said two things of note:

First, he told me that I have the strongest "moral compass" of any adult he's ever known, and that he is glad that I'm his mom, because he believes he gets his own moral compass from the source: me. That if I was uncomfortable with what seemed to be innocent on the surface, I should trust that moral compass, because I tend to be more aware, and more accurate, than most.

Secondly, he told me that if I also felt uncomfortable with my level of response to the situation, that there was a good reason for this, as well. That my position was more complicated than the rest of the world's. That I'm balancing the greater good with the need to allow individuals learn to grow in their own awareness. That if I felt my response wasn't quite right, it probably wasn't, and that I should trust my "compass" in this regard as well.

We ended up spending 30 minutes discussing all the ways to respond to overt and potential conflict that teachers can choose from, and how each teacher must choose between those for each individual case.

Neither of my sons would ever start a public discussion complaining about a teacher. They certainly had their fair share of legitimate reasons to complain, but they wouldn't find it necessary to round up support for anti-teacher campaigns. Their position, learned from me at an early age: what you can change for the better, do. What you can't change, get through as best you can. A bad teacher can't stop you from learning if you wish to, and will be left behind as you go forward to apply your learning to life.

They had enough great teachers that they remember with respect, and in some cases, affection, not to assume that any teacher they disagree with is automatically deficient in some way, or that they somehow know more about the profession than teachers do. They know better than to think that teachers choose the profession for short hours and short vacations, or that teachers don't really care about what happens to students. They grew up with me.

Not too many of my students receive "As." A few each term, but there is not an abundance. When a really good student comes to me and says, "My B is good, but what do I need to get the A?" I have the opportunity to help them step up to a higher level of scholarship, and I'm thrilled.

I got a visit recently from one of last year's students, who is now in high school. She reported on how high school is going, and expressed appreciation for the preparation she got. Then she said, about her sister who is in my class this year, "She says you expect everything to be perfect, and that 'pretty good' isn't good enough. I told her that while it is really frustrating to try to get by without learning in your class, she'd be glad of the learning, and proud of herself, by the time she was done."

I got an email from another student from 2 years ago this week; she is getting ready to move out of state and wants to make sure we stay in contact. We've been doing email book discussions since she left, and she likes me to provide supplemental reading lists, and to bounce her reflections back to me.

I'm so glad that, despite the public conversation, my students have the opportunity to thrive, to learn, and to grow with their teachers.

Not just leave them behind to fester.

on edit: don't mean to sound harsh, just a sore spot with me. :hi:

It's just not a very effective process, and I agree that it could be improved upon.

Personally, I'd like to see multiple paths for resolution. First of all, I'd like the realities of teaching to be more transparent, and better understood, BEFORE a college student begins the journey to certification.

Secondly, I'd like teacher certification to qualify people for other jobs in the private sector, so that those who aren't a good fit can move on without loss of support for their families, or years and more student loans to train for outside jobs. It would be better, and easier, if many of those who find themselves unsuited tempermentally were not stuck, but saw options available.

Thirdly, I'd like to see more practical experience throughout the certificaiton process, instead of leaving it to a term or two at the very end, after the rest of the hoops have been achieved.

Fourth, I'd like a way to mentor teachers on the job, so that those with potential can learn and improve their practice as they go, getting better with the years, instead of burnt-out and/or jaded.

Last, I'd like a quick, efficient way to move those who do more harm than good out of the profession entirely.

See? Support system in place first, which would include multiple exit paths when necessary.

because I missed the way she taught.

After about forty minutes just "helping" her take down and put up a new display, I went home feeling sort of supported in my discomfort with my new teacher and fifth grade.

A few days later, my mom and I went in to meet with the principal who had gotten a report from her and who'd decided that putting me in the sixth grade might be a way to solve my fifth grade problem.

The negotiation was as quiet and as important to me at that age as possible. I went from being bored and uncomfortable to working and reaching again.

We are so very lucky in our teachers. :)

;)

:hi:

:hi:

I left when we had kids because of Hubby's job's horrible hours and all. I miss it, so I'm thinking of getting my master's and teaching the remedial classes at the community college. I taught AP and senior English, so it would be the same level.

Even "bad" teachers teach their students something, even if only by negative example. The best teachers do amazing work, and their students are forever changed by it.

Thanks!

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