NY times op ed on the teacher crisis

[Anonymous]

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

again, an exaggeration about no planning time unless you work in some really poor ass school district. And you are referring to being a high school teacher. It’s completely different in elementary school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

Sorry but that is not what I’m seeing at a middle school and elementary level. Also to add, I pick my kids up from school. When that bell rings, teachers are the first out the door, barreling over the 6th graders.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

Sorry but that is not what I’m seeing at a middle school and elementary level. Also to add, I pick my kids up from school. When that bell rings, teachers are the first out the door, barreling over the 6th graders.

And I’m sure none of those teachers are taking work home, right?

If it’s so easily, why haven’t you joined us yet? Then you can also load IXL and sit in the back of a quiet classroom checking FaceBook.

I suspect we both know why: you don’t want the hassles of this job. You know it isn’t as easy as you let on, and you also know it is severely underpaid work.
It’s just fun to come to DCUM and complain.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

But you’re quitting at the end of the year right?

Do you really think it’s worth not seeing your family? So you can be 10% better than good enough?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

But you’re quitting at the end of the year right?

Do you really think it’s worth not seeing your family? So you can be 10% better than good enough?

I’m not okay with “good enough”. If I’m going to do a job, I’m going to do it correctly.

So yes, I’m quitting. I’d stay if the profession would change so students (and teachers) don’t have to settle for “good enough”. I want better for my students, my own children, and myself.

It can be done. Changing the profession to support teachers can be done. I view this exodus as a way of forcing it to happen. When those of us who want more than “good enough” (which isn’t really good at all within education) leave, then change may finally occur.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

As a substitute when kids were doing that I was expected to go around helping kids or keeping them on task. And there was always at least one kid who needed help!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

But you’re quitting at the end of the year right?

Do you really think it’s worth not seeing your family? So you can be 10% better than good enough?

I’m not okay with “good enough”. If I’m going to do a job, I’m going to do it correctly.

So yes, I’m quitting. I’d stay if the profession would change so students (and teachers) don’t have to settle for “good enough”. I want better for my students, my own children, and myself.

It can be done. Changing the profession to support teachers can be done. I view this exodus as a way of forcing it to happen. When those of us who want more than “good enough” (which isn’t really good at all within education) leave, then change may finally occur.

I know a lot of teachers including those who don't have kids and make the job their life. You are still an extreme outlier. Leaving like that will do nothing. I imagine your colleagues have the same impression of you that I do. You're doing it to yourself.

I'm all for changing teaching, however. But it's sad to see someone who is probably very good at it martyr themselves to the profession and then expect that to be the straw that breaks the camel's back?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I like how the author casually fails to mention of the impacts of progressive education policy in recent years, like instituting restorative Justice programs or less punitive approaches to managing disruptive students (like suspensions or of removing trouble students from classes), and it’s effect on teacher retention. If teachers feel they can’t teach properly because they have no recourse for disruptive students, or are in danger, but are forced to keep violent kids in classes because of these types of idealistic, naive policies, it would be good to read about that. Instead we get a watered down version of the truth.

https://www.nytimes.com/2023/09/13/opinion/teachers-schools-students-parents.html

If your thesis were true, the red America wouldn't be facing the same crisis, but some of the biggest shortage are in some of the reddest districts of the reddest states

+1
In addition, many of the policies about keeping students in classes have nothing to do with progressive education but are a factor of special education laws that all schools have to follow.

IDEA *does not require* that disruptive kids stay in the classroom.

+100. If a child needs a more restrictive environment, IDEA doesn't prohibit them from getting it.

No but the sue happy parents in NoVA do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

But you’re quitting at the end of the year right?

Do you really think it’s worth not seeing your family? So you can be 10% better than good enough?

I’m not okay with “good enough”. If I’m going to do a job, I’m going to do it correctly.

So yes, I’m quitting. I’d stay if the profession would change so students (and teachers) don’t have to settle for “good enough”. I want better for my students, my own children, and myself.

It can be done. Changing the profession to support teachers can be done. I view this exodus as a way of forcing it to happen. When those of us who want more than “good enough” (which isn’t really good at all within education) leave, then change may finally occur.

I know a lot of teachers including those who don't have kids and make the job their life. You are still an extreme outlier. Leaving like that will do nothing. I imagine your colleagues have the same impression of you that I do. You're doing it to yourself.

I'm all for changing teaching, however. But it's sad to see someone who is probably very good at it martyr themselves to the profession and then expect that to be the straw that breaks the camel's back?

Or maybe this person has had enough and is saying I am done. Stop guilting teachers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I absolutely adored my job as a high school math teacher. Seriously, the 7:30-3:30 part was amazing. The kids were fun, the teaching was meaningful, and I enjoyed the challenge.

I quit in June.

I found a job making $50k more than my teaching salary making slide decks for a government contractor. How do you turn that down? $70k-$120k is a no brainer. It's going to pay for my kids to go to college.

Do you work the same hours? Have the same amount of time off?

Way way way less hours, way more flexibility. I have gone to sleep by 11 pm every night since I started the new job. In teaching, the kids left at 3:30 but I always brought piles of work home. I'd work until 10 pm on a good night, 2 am on a rough night, and usually at least 5-6 hours on the weekend. The amount of effort it takes to make good lessons and provide real feedback is unreal. I was sick all the time from lack of sleep, and I had taught for almost 15 years. It wasn't 1st year teacher burnout.

Now? I get to work from home 3 days a week. If I have a doctor's appointment I flex an hour instead of having to create an entire day's worth of sub plans in addition to my regular work. I have 6 weeks PTO plus the week between Christmas and NYD my company is shut down, so less than a teacher but not drastically so. My contract as a teacher was 195 days - 5 PTO days = 190 days (38 weeks), my contract with my new employer is 260 days - 10 holidays - 30 days PTO - 5 days shut down = 215 days = 43 weeks. So 5 weeks (13%) more than before, but they're at home and they're 40-50 hour weeks max, instead of 60+. Plus, 70% more money.

Regardless, I can't pay bills with time off. College tuition can't be paid with winter break. Private sector salaries have ballooned in the last decade, while after 13 years of teaching I only made $11k more than I did when I started. If pay can't keep up, anyone who has the skills to leave is going to.

Maybe teachers should be paid more, and expected to work 12 months per year. Instead of all the breaks they get, time kids aren’t in school on breaks can be used for planning and professional development. It is silly to expect teachers to only work the hours students are in the building. That isn’t realistic. Teaching should be considered, and compensated, as a full time job 12 month per year with 2-4 weeks vacation they can take on any days kids they are not expected to be in building teaching.

I think if school were 2 less hours per day or 1 less days per week, it could be year round and work. That is how much extra time teaching requires to keep it to an 8-9 hour a day workload. If you're going to make it 12 months but keep it 7 hour school days and 5 days a week of lessons and grading, then you need to double all salaries at minimum. The only way most teachers survive September - June is because of July and August.

I’m not saying students should be in school 12 months, just teachers. They should get the bulk of their planning and training done in June,July, August- while students are not there. Working 8-10 hrs per day during the school year should be acceptable. Most professionals put in somewhere between 8-12 hrs per day on a regular basis with no official overtime pay, just their salary

Ahh sorry, I misunderstood. Like the other poster said, most of my work couldn't have been done in the summer. Grading and providing feedback had to be done real time. When the kids took a test on tuesday, the only option was to grade it tuesday night. No matter how much work I put into July, it still needed graded on Tuesday in October.

I had piles of great lessons from years prior that I'd created, but they needed modified in real time. One year's kids need extra practice with equations while the next year they come in super strong with solving equations but act like they've never evaluated using negative signs. You find holes on Monday and modify tomorrow's lesson on Monday afternoon to address these weak points on Tuesday.

It's just not something you could prep for in advance most of the time, at least not the super time consuming day to day things. I needed 2 more hours a day, not 2 months in the summer.

Goodness. How does it take 2 hours a day to modify a basic math lesson? It’s not differential equations. I can’t stand when people pretend their jobs are harder than they are.

you sounds pretty stupid so we will ignore you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

Sorry but that is not what I’m seeing at a middle school and elementary level. Also to add, I pick my kids up from school. When that bell rings, teachers are the first out the door, barreling over the 6th graders.

Sure Jan!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I work in a classroom as a specialist and I think teachers are so burnt out that they don’t think clearly. They waste a lot of time not using human and technological resources such as coteachers who are constantly in and out of their rooms (and end up, sitting on their asses observing all the time because the teachers want to have control). They spend their planning periods complaining about how hard they have it. They waste a ton of time on trying to keep kids quiet instead of working with how they are naturally wired.

Huh.
I get 38 minutes of planning a day (and that includes my lunch time). I don’t have time to complain or even TALK to another adult.

Co-teachers? What are those? I have 150 students, over 40 with IEPs or 504s. I haven’t seen another adult even check on them. I’m responsible for all that paperwork on my own.

Keeping kids quiet? That’s kind of necessary every now and then. I am responsible for delivering content, after all. And those activities that appreciate how kids are wired? I do those… and they take huge chunks of my weekends to plan.

If you understand this SO MUCH BETTER than a classroom teacher, then step up and take over a classroom. We need you to show us how it’s done.

Not a teacher. But I do have kids in public middle school. The days of teachers standing in front of class and actually teaching the entire hour are gone. Much of the time the kids are told to do canned online programs like Lexia, IXL, or blooket for the class period. Or they have a short lesson then are told to do those time filler programs. So I just don’t get how teachers are so busy with all this “planning.” Maybe plan a real lesson while the kids sit on IXL for an hour?

I’m the PP and a high school teacher. I don’t use IXL or any other online program. I teach AP coursework and I’m responsible for developing my entire curriculum.

Do not assume anything based on your narrow view of what teachers do. (You are aware they have to examine that IXL data and course correct future lessons, correct?)

DCUM is certainly supporting this teacher shortage by providing a forum for comments like the one above.

I feel like I recognize your posts. I'm not sure you are actually a teacher. If you were, you would know that AP provides a huge bank of resources for teachers. And you can literally google any lesson plan, or use TpT or one of the packaged curriculums.

I teach AP classes too.

I’m actually a teacher. What I find online and on TPT is often subpar. It doesn’t fit the needs of my classroom. Even if I’m going to borrow someone else’s work, I’m still going to tailor it to my students’ needs. That’s what good teachers do. As for AP’s resources, of course I spend time tailoring those, as well.

And then I tweak it all the following year, because my students are always different.

If you are able to use a “one size fits all” approach in your classroom, then good for you. I spend a bit more time than that making sure my lessons hit home.

But you’re quitting at the end of the year right?

Do you really think it’s worth not seeing your family? So you can be 10% better than good enough?

I’m not okay with “good enough”. If I’m going to do a job, I’m going to do it correctly.

So yes, I’m quitting. I’d stay if the profession would change so students (and teachers) don’t have to settle for “good enough”. I want better for my students, my own children, and myself.

It can be done. Changing the profession to support teachers can be done. I view this exodus as a way of forcing it to happen. When those of us who want more than “good enough” (which isn’t really good at all within education) leave, then change may finally occur.

I know a lot of teachers including those who don't have kids and make the job their life. You are still an extreme outlier. Leaving like that will do nothing. I imagine your colleagues have the same impression of you that I do. You're doing it to yourself.

I'm all for changing teaching, however. But it's sad to see someone who is probably very good at it martyr themselves to the profession and then expect that to be the straw that breaks the camel's back?

DP

Wow, you have some nerve to tell someone how they should be doing their job and also to shame them for leaving because it's not what they want.

I thank the PP for being such an excellent teacher who goes above and beyond, and I'm sorry the school system doesn't support you.

One teacher quitting doesn't make a difference, but many teachers quitting just might.

[Anonymous]

One teacher quitting doesn't make a difference, but many teachers quitting just might.

Which is exactly what is happening.

My school is going without several classroom positions, maxing out all the other classes beyond what was planned, because there are so few and such poor candidates available. Teachers are leaving and there aren’t enough high quality replacements.