The Teacher Code of Silence:Yeah, We Have One Too!

You know you saw it. You saw her go up one side of him and down the other. You felt so bad for him. But what did you do? You walked past, eyes averted, hoping to save him from further embarrassment. She looked at you, eyes locking, and shared a smug, "Yeah, I got him", enveloping you in her meanness. And you didn't say a word, you continued to walk down the hall, carrying your guilt like a stone.

You know you heard it. You walked in the teachers lounge, and the comments were so toxic, you felt yourself choke on their words. The only person they weren't talking about is you, and that's because you were in the room. This one's mama, daddy(or lack of), level of intelligence, (or stupidity).You know what you wanted to say, you know what you should have said, but you didn't. You finished your lunch, groaned inwardly at every word, and walked out.

Shoulda, woulda, didn't.

You know they're not teaching. Every time you walked past his/her door, they were on the computer, completely immersed in what's on the screen, students fending for themselves. You couldn't help but notice, everyone did! Or, you picked up your students, and they have done nothing, again! You know that the students are not being engaged. What do you do? What are your options?

When I started teaching, back in 1984, we had a teacher who came in drunk every.single.day. She taught Special Ed. A drunk teacher in a Special Ed classroom. They finally got rid of her by the middle of the school year. I would smile and chat with her every day, pretending that her words weren't slurred, her eyes bloodshot. I felt awful. Here I was, early 20's, thinking, what could I do? How could I change this situation?

Why do we feel as if we can't say anything? Why is it okay to let things slide, to pretend that it's okay? We don't want to create waves, but we sink anyway. We drown in our knowledge of wrong, knowing we should be doing what's right. And I don't mean something as serious as child abuse or corporal punishment. (I hope no one is remaining silent about any of those issues!)

We sit silent as our calling is stripped from us. Our voices are muted, replaced with scripted curriculum and standardized tests. We cringe every time we read from the Teacher's Edition or hand our students another test. We apologize, and yet we continue. Our silence making us accomplices to this tragedy called "reform".

It's taken me a long time to reach the point where I will not remain silent. I no longer pretend I don't know. I refuse to remain silent if I don't agree. I will speak my peace. It is difficult. We want to be liked. But if I have to choose between what's best for our kids and being liked, I am choosing my kids.

I know there are those of you who have always spoken your mind. Kudos to you! I wish I had always been like that, but I can't go back. But I can move forward, I can speak up for that student, that parent, or that colleague. I can break the code.

photo credit: Daniela Vladimirova via photopin cc

"Just" a Teacher?: The Perception of our Profession!

As I prepared dinner the other night, my son and I talked. Somehow, our conversation turned to my level of intelligence. In order to prove my point, I shared with him that I was enrolled in gifted programs all my life, in fact, I had even skipped a grade. 

He laughed and said, “If you’re so smart, how come you’re just a teacher?” "

Just a teacher?”, I thought. I was flabbergasted! Yet, at the same time, my mind raced, questioning my chosen occupation. An occupation I had loved for 26 years. He continued, “If you’re so smart, why aren't you a doctor or a lawyer?” Ouch!

I told him, “I am that smart, but I have chosen to teach”. It brought to mind part of that horrible quote, “Those who can’t, teach.” I asked him who he thinks taught those doctors and lawyers. He responded, “Bill Gates didn't go to college, and he’s a millionaire!” 

I answered, “But he did attend Kindergarten through 12th grade, right?” Who do you think taught him everything he knows? A teacher!” We continued our conversation and I think I changed his opinion, maybe.

I have to admit, what he said stung. I went to college, I have two degrees, but my son thinks I’m not that smart because I’m “just” a teacher. Maybe this is why teachers have such a hard time getting respect. Maybe this is why so many young teachers I've encountered, don’t really learn the craft, they worry about how long it will be before they “get out the classroom.” 

Recently, a friend of mine asked if I was interested in advancing to a coach or administrator position. No. I truly enjoy my role as a classroom teacher. However, since I have written this piece, I have become a "teacher-leader". Who better knows the needs of our students then the classroom teacher? Who better to share strategies and tools with other teachers than the classroom teacher?

It is important that my voice, and those of so many other classroom teachers, be heard. We need to influence policy and make sure that those who have "advanced", know what it is like in the classroom.

I love teaching, I chose not to be a doctor, lawyer or even a principal.I enojoy being a classroom teacher, even if I’m perceived as “just” a teacher!

Popular Posts-June 2013!

These are the top 3 June posts my readers enjoyed  !

1. What is a Great Teacher?"From the Mouths of My Babes!

Their assignment: In two or three sentences, tell me what a great teacher looks like.  So, we shared a Google document, and they added their thoughts.

Of course I got "the teacher lets me go out for extra recess". I also got some the "teacher doesn't give a lot of tests or homework".  But below are a few that made me smile and/or touched my heart.

2.  Where Does Data Come From?:Replacing "Teach"er with "Test"er!

Data can guide instruction. I get it. I have used data to guide instruction, and it works.
But just like anything else, too much of a good thing makes it... too much!
Collecting data has turned into what teaching is all about. We are no longer teachers,we are testers.
 What are they doing to our profession?

3. The Rewards of Teaching!:It's Not About the Money,Honey!

   Don't get me wrong. I like getting paid to teach. Now if someone offered to cover the mortgage ...

Have You Ever Left a Bad Taste in Your Parents' and/or Students' Mouths?

I don't know what triggered this memory.

One day, many,many years ago, I traveled back to Brooklyn to visit my former colleagues. Afterwards, I took the subway downtown to do some shopping. As I waited to cross the street, a van pulled up. The woman rolled down the window, glared at me, and shouted, "There's that b#%&* who gave my daughter a hard time!"( A vision of flailing fists flashed before my eyes) I didn't recognize the woman. I couldn't begin to tell you who her daughter was, but obviously this is how I was remembered.

I have never experienced that again. I hope I never do. I have had parents who were upset with me for one reason or another. It usually stemmed from the fact that I refused to treat their child the way they wanted me to. I treated them with respect, loved them, and did my best to educate them. I did however draw the line at doting on their every word, and allowing them to do or say, whatever they wanted. My philosophy created some conflict between myself and some parents. However, more times than not, we were always able to work things out.

I don't know if I gave that woman's daughter a hard time, it really doesn't matter. That was her perception of me. I can't recall, but I am sure it bothered me at the time.

I have kept in touch with many of my students. They have my email address and drop me a line every now and then, sharing good news, or letting me know what I meant to them. The last two years I have used Edmodo as a way to keep in touch. Former students come to the school to visit, one is student teaching! My community is small, and so far, when I run into present and/or former students and parents, I don't get cursed out or ignored. :)

I don't spend my waking moments wondering if people are happy with me. However, working in this profession, I couldn't imagine being thought of as "that b@#$& who gave someone's child a hard time" every year. I do my best to be thought of as someone who encourages, motivates, and yes, loves (My kids are MY kids forever), my students.

Not because I stress about what people think of me, but because that's the teacher I have chosen to be. I have chosen to be the teacher that gets along with administration and staff. (Okay, most of the time).I have chosen to be the teacher parents want for their kids. I have chosen to be the teacher students think fondly of. I am proud to be part of this noble profession, and I conduct myself in a way that honors, not denigrates, it. And hopefully, with these choices, none needs mouthwash after spending a year with me!:)




photo credit: arimoore via photopin cc

Challenge Them All!:Giving Every Kid a Chance to Feel "Smart"!

Something I try to avoid doing in my classroom is pigeonholing my struggling students. I know they're struggling, the rest of the class knows it, and they know it. So why add to their discomfort, frustration, and downright misery, by excluding them from challenging assignments? Why do we assume they can't do it because they don't read well, have difficulty solving math problems, or any of the other number of reasons, we separate them?

I used to do that. I used to give the "brighter" kids challenging assignments while my struggling students were stuck with me in small groups, or worse, relegated to worksheets. They would gaze longingly at the project "brighter" kids were working on, probably hoping they would get the chance to participate. Only it didn't happen, because I had to make sure they "caught up". They were stuck completing remedial work.I stopped doing that to them.

We really don't know what the struggling student is capable of until we give them a chance. Worried they can't succeed on their own? Allow them to  work collaboratively with other students. Make a few modifications to a lesson or project.

 My science groups were a mixture of students of varying levels. You'd be surprised at how many times the struggling student stepped up and led the group. My Problem of the Week groups were amazing! They were also a mixed group, but I'm not kidding when I tell you every single one of those students were working together to figure out that problem! Why not give them a choice of how they want to present? It gives them a chance to work at their own speed, but still have a chance to participate. We have to stop believing they can't do the more difficult work, without even giving them a chance to try.

I noticed that some of my kids would say, Of course "TW" got them all right, he is "smart." It's as if they believe that "smart" is something that you are born with, not something that you work at. If we give them a chance to believe that they are "smart", they can begin to believe in themselves, and raise their expectations of what they are capable of.

There are always going to be the students who function at a higher level. Those students who are going to exceed no matter what. And there's nothing wrong with letting them be who they are, and giving them work that makes them think harder and stronger. But there's nothing wrong, with providing the same kind of incentive to our struggling students. Make them think as well, make them work to find answers, challenge them all!

"Don't Limit Their Challenges, Challenge Their Limits" (modified Jerry Dunn quote)