Anonymous wrote:If there was a major family move or health reason, the email probably would have said something, there would be a send off party, a card, a note - something. A few years ago, my daughter's teacher found out she had breast cancer in the first week of school. We didn't even know her but we all signed cards, send flowers etc.

The only reason for her to pack up all her things and walk out would have been a major fight with the administration.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The workshop model is one of those things that has been researched to be effective for student learning--and there is reasonably good evidence it does when implemented correctly under good conditions. But teachers need time to implement it well, and classroom conditions that are conducive to its success. That's not where we are at right now.

Not really. Or no better than others teaching methods.

+1 on the not really. Show me the research.

The primary evidence for the workshop/guided math model is related to the impact of flexible ability grouping on achievement--so when students receive math instruction targeted closely to their current ability in a given sub-math topic and then allowed to practice in class they perform higher than when the whole group of mixed ability children are taught as a whole at the same level. A 2018 meta-analysis--which is a statistical analysis of all available studies-- of studies on differentiation shows there are positive effects on mathematics achievement when you do within class, flexible homogenous ability groupings (which is what the Guided Math/Workshop model is) compared to traditional whole group instruction. Study: Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. Bosker, Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education, Educational Research Review, Volume 24,
2018,
Pages 31-54,


Small group instruction time in guided math/workshop model is designed to include the evidence based strategies of multiple problem solving approaches, visual representations of problems alongside notational representations and immediate assessment of individual understanding: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/MPS_PG_043012.pdf) These are often included in traditional whole group instruction, but it is a lot harder to assess individual understanding in real-time in a group of 30 than in a group of 5-6.

The problem with implementation of the workshop model though is very real--and comes in when the behavior management issues are such that the children aren't actually practicing what they were taught during the others' small group instruction. And to do it well, teachers have to have accurate assessment of students' understanding levels in order to create the groups. When it doesn't work, it's worse than whole group traditional instruction because there's less overall instructional time.

There's a other isolated specific studies too supporting guided math--but they are fairly small---
In one experimental study, Guided Math (i.e. workshop model) was more effective for lower performing students in gen ed than traditional, structured whole group instruction, but equally effective for all other groups (except special ed)
Kroesbergen, E.H., van Luit, J.E. Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science 30, 361–378 (2002). https://doi.org/10.1023/A:1019880913714.

In another quasi experimental study: Look to Statement 6 for outcome findings. After teachers received professional development in guided math, student outcomes were higher in guided math than their prior traditional approach. But it's not a very rigorous study
http://www.ibii-us.org/Journals/JESD/V2N2/Publish/V2N2_7.pdf

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Guess I should have just kept teaching after being diagnosed with an aggressive cancer. Sorry to inconvenience the poor parents.

Hey, wait up a sec. You were also supposed to stay and explain it to the kids in an age-appropriate manner, keeping on your brave professional face while you answer their questions and help them process it. But don't scare them or break down or anything.

Eff your feelings and your trauma. Those kids and parents deserved answers, Teach.

No!!!! If she felt up to it, fine; but she didn’t HAVE to do that. That is EXACTLY what is wrong with parents. Teachers do not need to have a session with 25+ students explaining their cancer diagnosis. That is outside the requirements of the job. If a student needed anything afterwards, that is what counselors are for.

PP: do not let this poster make you feel anyway beyond how you felt at that time.

Wow.

A. It’s called sarcasm.
B. Chill with the exclamation points. It makes you look hysterical.

Haha, welcome to DCUM where your sarcasm is misread because the people on this forum are SO crazy.
And the post isn’t filled with exclamation marks, just some after 1 word. Noting that is a little weird.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Guess I should have just kept teaching after being diagnosed with an aggressive cancer. Sorry to inconvenience the poor parents.

Hey, wait up a sec. You were also supposed to stay and explain it to the kids in an age-appropriate manner, keeping on your brave professional face while you answer their questions and help them process it. But don't scare them or break down or anything.

Eff your feelings and your trauma. Those kids and parents deserved answers, Teach.

No!!!! If she felt up to it, fine; but she didn’t HAVE to do that. That is EXACTLY what is wrong with parents. Teachers do not need to have a session with 25+ students explaining their cancer diagnosis. That is outside the requirements of the job. If a student needed anything afterwards, that is what counselors are for.

PP: do not let this poster make you feel anyway beyond how you felt at that time.

Learn to recognize sarcasm, PP.

DP: That we're at the point where people are so stressed and polarized that they are treating obvious sarcasm as what someone else believes has been one of the things that has been pushing me to the edge lately. The reactive mode we've all been in has just been kicked up several notches (not surprisingly given the world we're in, but something I'm personally going to watch--first by getting off all forums/social media for a bit!).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Guess I should have just kept teaching after being diagnosed with an aggressive cancer. Sorry to inconvenience the poor parents.

Hey, wait up a sec. You were also supposed to stay and explain it to the kids in an age-appropriate manner, keeping on your brave professional face while you answer their questions and help them process it. But don't scare them or break down or anything.

Eff your feelings and your trauma. Those kids and parents deserved answers, Teach.

No!!!! If she felt up to it, fine; but she didn’t HAVE to do that. That is EXACTLY what is wrong with parents. Teachers do not need to have a session with 25+ students explaining their cancer diagnosis. That is outside the requirements of the job. If a student needed anything afterwards, that is what counselors are for.

PP: do not let this poster make you feel anyway beyond how you felt at that time.

Wow.

A. It’s called sarcasm.
B. Chill with the exclamation points. It makes you look hysterical.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Guess I should have just kept teaching after being diagnosed with an aggressive cancer. Sorry to inconvenience the poor parents.

Hey, wait up a sec. You were also supposed to stay and explain it to the kids in an age-appropriate manner, keeping on your brave professional face while you answer their questions and help them process it. But don't scare them or break down or anything.

Eff your feelings and your trauma. Those kids and parents deserved answers, Teach.

No!!!! If she felt up to it, fine; but she didn’t HAVE to do that. That is EXACTLY what is wrong with parents. Teachers do not need to have a session with 25+ students explaining their cancer diagnosis. That is outside the requirements of the job. If a student needed anything afterwards, that is what counselors are for.

PP: do not let this poster make you feel anyway beyond how you felt at that time.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The workshop model is one of those things that has been researched to be effective for student learning--and there is reasonably good evidence it does when implemented correctly under good conditions. But teachers need time to implement it well, and classroom conditions that are conducive to its success. That's not where we are at right now.

Not really. Or no better than others teaching methods.

+1 on the not really. Show me the research.

The primary evidence for the workshop/guided math model is related to the impact of flexible ability grouping on achievement--so when students receive math instruction targeted closely to their current ability in a given sub-math topic and then allowed to practice in class they perform higher than when the whole group of mixed ability children are taught as a whole at the same level. A 2018 meta-analysis--which is a statistical analysis of all available studies-- of studies on differentiation shows there are positive effects on mathematics achievement when you do within class, flexible homogenous ability groupings (which is what the Guided Math/Workshop model is) compared to traditional whole group instruction. Study: Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. Bosker, Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education, Educational Research Review, Volume 24,
2018,
Pages 31-54,


Small group instruction time in guided math/workshop model is designed to include the evidence based strategies of multiple problem solving approaches, visual representations of problems alongside notational representations and immediate assessment of individual understanding: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/MPS_PG_043012.pdf) These are often included in traditional whole group instruction, but it is a lot harder to assess individual understanding in real-time in a group of 30 than in a group of 5-6.

The problem with implementation of the workshop model though is very real--and comes in when the behavior management issues are such that the children aren't actually practicing what they were taught during the others' small group instruction. And to do it well, teachers have to have accurate assessment of students' understanding levels in order to create the groups. When it doesn't work, it's worse than whole group traditional instruction because there's less overall instructional time.

There's a other isolated specific studies too supporting guided math--but they are fairly small---
In one experimental study, Guided Math (i.e. workshop model) was more effective for lower performing students in gen ed than traditional, structured whole group instruction, but equally effective for all other groups (except special ed)
Kroesbergen, E.H., van Luit, J.E. Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science 30, 361–378 (2002). https://doi.org/10.1023/A:1019880913714.

In another quasi experimental study: Look to Statement 6 for outcome findings. After teachers received professional development in guided math, student outcomes were higher in guided math than their prior traditional approach. But it's not a very rigorous study
http://www.ibii-us.org/Journals/JESD/V2N2/Publish/V2N2_7.pdf

I imagine you are an administrator getting your Ed.D in educational leadership - you people are like cancer.

Seriously, go teach in the classroom or get out of the building. You are the problem, not the solution.

Exactly. Go reteach/remodel the workshop model, because the kids did not understand the assignment 😒

Wow, that's the last time I'll provide research when people ask for it! One more time: I am not an administrator. I am a person who works for a research organization who has a PhD in cognitive psychology but a BS/MS in math. I volunteer to help a teacher out during math classes each week. I independently== out of my own interest--- researched the evidence for the guided math workshop model they use so I could understand it more. Basically the research says it's effective but hard to implement-- and that's basically what I see in the classroom too. I normally support teachers 100, but I have to admit if y'all are teachers I'm bothered by the way you're jumping to conclusions without evidence about me.

HS math teacher back again. Instead of doing this, why don’t you apply to be a substitute? You could work as little or as much as you like and actually help teachers AND students. There are students every day in classes where they can’t find a substitute. You really want to make a difference and have time to volunteer? Substitute. You will even get a little pay.

NP and just a parent here, but you sound like a [/b]mean person and a bully. No wonder your students aren't learning anything!!! PP clearly stated that she has a job and she kindly volunteers to help a teacher once a week. I cannot believe the rudeness towards someone who is taking time away from their own job to volunteer. How TF is she supposed to be a sub if she volunteers one hour once a week? PLEASE EXPLAIN THIS SINCE YOU ARE A MATH TEACHER???? Should I make it sound like a story problem?

Kathleen volunteers at school for 1 hour once a week, but Mrs. Buttface wants her to sub for one day. How many more hours a day does [b]Mrs. Buttface want Kathleen to spend doing [i]Mrs. Buttface's[b] job because she doesn't know how to do it?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:That sucks, and I'm sorry. There must be something really difficult going on in that teacher's life right to make such a decision.

She probably got fed up with the a-hole parents.

Honestly, this is probably accurate.

I wouldn't blame her.

Not this late in the year. It’s unprofessional and rude. Anyone can work another 6 weeks. That’s a really $hitty thing to do to her students. Just finish the damn year and move on.

Anonymous wrote:You (clap) get (clap) the (clap) school (clap) you (clap) vote
(clap) for (clap).

Enjoy.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:That sucks, and I'm sorry. There must be something really difficult going on in that teacher's life right to make such a decision.

She probably got fed up with the a-hole parents.

Honestly, this is probably accurate.

I wouldn't blame her.

Not this late in the year. It’s unprofessional and rude. Anyone can work another 6 weeks. That’s a really $hitty thing to do to her students. Just finish the damn year and move on.

Why should she wait six weeks? Teachers don't get paid for the summer. So her leaving now for a better job means a better financial future long-term. OP doesn't like it I'm sure she knows were the sub sign-up forms are. It won't even be that long, just six weeks.

Wow, the disrespect towards teachers just doesn't stop.

DP: Why is this disrespect? Teachers are supposed to give up better financial offers just because you think they should conform to your idea of professionalism? They owe it to their students? The same teachers who routinely get pink slips every spring and often don't know if/where they are going to work the next year until mid-summer? The same teachers who have been putting up with a ton of crap from so many angles the past few years? Putting teachers on a pedestal who will suffer through anything--give up their own and their family's well-being-- for their students is not "respect" it's an unreasonable expectation. To couch it as 'respect' is just extra gaslighting. These and many other unreasonable demands are what is gutting the teacher profession. Sure, I'd prefer a teacher--or any worker-- not quit without notice but I can totally understand why someone would if they are at the breaking point. And only hr and the teacher know the actual situation, not OP. But if we don't course correct on demands on teachers, the issue is not whether you'll have the same teacher for the next month or so, but whether you'll have any at all next year.

Spare us your union BS. Unprofessional behavior is unprofessional behavior in any field.

Live in denial of the growing teacher shortage then.

Devaluing professionalism will surely solve the problem!

People in the private sector job hop ALL the time. You get an offer for more pay, better benefits, you take it because the offer doesn’t lash forever. Teaching is the ONLY job where we assign some moral failure to leaving it. I’m a teacher and I enjoy it but let’s be clear, this is my job. Just like your job is your job. It is not my life. The job does not love me back. If I die tomorrow, they will list my position, fill it, and move on. My number one priority ALWAYS is my family and my own health. As it should be for everyone.

I'll add to that vets, docs, and nurses -- all of which are professions experiencing record burnout right now, after a pandemic which placed more burden on them as helping professionals and yet which so many others felt fine about dumping their frustrations and anger on.

No we don't. People expect vets, docs and nurses to move on if they get a better offer elsewhere. No one expects an PA to stick with a job where there is another job down the road offering more money or better working conditions

PAs, vets, lawyers, and other professionals may not abandon existing responsibilities (ongoing care of patients, pending litigation, etc.) without alternative arrangements. Lawyers need permission to withdraw from cases. Medical professionals, including veterinarians, can't abandon patients with ongoing medical conditions needing management without allowing their patients or clients a reasonable opportunity to obtain other care. Doing otherwise would violate the standard of care, which can result in an action against the professional license. In these discussions, there is a distinction between leaving a job to make more money and the circumstances when a professional's obligation to existing patients or clients can be abandoned. People are arguing that students' needs play no role in discussions about teacher departures, which is in contrast to other these other professions.

Students and parents aren't teachers clients or employers. Yes, schools are required to put your child somewhere, get an adult in the room, but the teacher isn't hired by you or your student so is not required. Schools ARE providing replacement situations--your kid isn't locked out of the school with nowhere to go--you just aren't happy that they have to.

Astonishing that grown ass adults need this explained to them.

+1

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:That sucks, and I'm sorry. There must be something really difficult going on in that teacher's life right to make such a decision.

She probably got fed up with the a-hole parents.

Honestly, this is probably accurate.

I wouldn't blame her.

Not this late in the year. It’s unprofessional and rude. Anyone can work another 6 weeks. That’s a really $hitty thing to do to her students. Just finish the damn year and move on.

Why should she wait six weeks? Teachers don't get paid for the summer. So her leaving now for a better job means a better financial future long-term. OP doesn't like it I'm sure she knows were the sub sign-up forms are. It won't even be that long, just six weeks.

Wow, the disrespect towards teachers just doesn't stop.

DP: Why is this disrespect? Teachers are supposed to give up better financial offers just because you think they should conform to your idea of professionalism? They owe it to their students? The same teachers who routinely get pink slips every spring and often don't know if/where they are going to work the next year until mid-summer? The same teachers who have been putting up with a ton of crap from so many angles the past few years? Putting teachers on a pedestal who will suffer through anything--give up their own and their family's well-being-- for their students is not "respect" it's an unreasonable expectation. To couch it as 'respect' is just extra gaslighting. These and many other unreasonable demands are what is gutting the teacher profession. Sure, I'd prefer a teacher--or any worker-- not quit without notice but I can totally understand why someone would if they are at the breaking point. And only hr and the teacher know the actual situation, not OP. But if we don't course correct on demands on teachers, the issue is not whether you'll have the same teacher for the next month or so, but whether you'll have any at all next year.

Spare us your union BS. Unprofessional behavior is unprofessional behavior in any field.

Live in denial of the growing teacher shortage then.

Devaluing professionalism will surely solve the problem!

People in the private sector job hop ALL the time. You get an offer for more pay, better benefits, you take it because the offer doesn’t lash forever. Teaching is the ONLY job where we assign some moral failure to leaving it. I’m a teacher and I enjoy it but let’s be clear, this is my job. Just like your job is your job. It is not my life. The job does not love me back. If I die tomorrow, they will list my position, fill it, and move on. My number one priority ALWAYS is my family and my own health. As it should be for everyone.

I'll add to that vets, docs, and nurses -- all of which are professions experiencing record burnout right now, after a pandemic which placed more burden on them as helping professionals and yet which so many others felt fine about dumping their frustrations and anger on.

No we don't. People expect vets, docs and nurses to move on if they get a better offer elsewhere. No one expects an PA to stick with a job where there is another job down the road offering more money or better working conditions

PAs, vets, lawyers, and other professionals may not abandon existing responsibilities (ongoing care of patients, pending litigation, etc.) without alternative arrangements. Lawyers need permission to withdraw from cases. Medical professionals, including veterinarians, can't abandon patients with ongoing medical conditions needing management without allowing their patients or clients a reasonable opportunity to obtain other care. Doing otherwise would violate the standard of care, which can result in an action against the professional license. In these discussions, there is a distinction between leaving a job to make more money and the circumstances when a professional's obligation to existing patients or clients can be abandoned. People are arguing that students' needs play no role in discussions about teacher departures, which is in contrast to other these other professions.

Students and parents aren't teachers clients or employers. Yes, schools are required to put your child somewhere, get an adult in the room, but the teacher isn't hired by you or your student so is not required. Schools ARE providing replacement situations--your kid isn't locked out of the school with nowhere to go--you just aren't happy that they have to.

Astonishing that grown ass adults need this explained to them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The workshop model is one of those things that has been researched to be effective for student learning--and there is reasonably good evidence it does when implemented correctly under good conditions. But teachers need time to implement it well, and classroom conditions that are conducive to its success. That's not where we are at right now.

Not really. Or no better than others teaching methods.

+1 on the not really. Show me the research.

The primary evidence for the workshop/guided math model is related to the impact of flexible ability grouping on achievement--so when students receive math instruction targeted closely to their current ability in a given sub-math topic and then allowed to practice in class they perform higher than when the whole group of mixed ability children are taught as a whole at the same level. A 2018 meta-analysis--which is a statistical analysis of all available studies-- of studies on differentiation shows there are positive effects on mathematics achievement when you do within class, flexible homogenous ability groupings (which is what the Guided Math/Workshop model is) compared to traditional whole group instruction. Study: Marjolein I. Deunk, Annemieke E. Smale-Jacobse, Hester de Boer, Simone Doolaard, Roel J. Bosker, Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education, Educational Research Review, Volume 24,
2018,
Pages 31-54,


Small group instruction time in guided math/workshop model is designed to include the evidence based strategies of multiple problem solving approaches, visual representations of problems alongside notational representations and immediate assessment of individual understanding: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/MPS_PG_043012.pdf) These are often included in traditional whole group instruction, but it is a lot harder to assess individual understanding in real-time in a group of 30 than in a group of 5-6.

The problem with implementation of the workshop model though is very real--and comes in when the behavior management issues are such that the children aren't actually practicing what they were taught during the others' small group instruction. And to do it well, teachers have to have accurate assessment of students' understanding levels in order to create the groups. When it doesn't work, it's worse than whole group traditional instruction because there's less overall instructional time.

There's a other isolated specific studies too supporting guided math--but they are fairly small---
In one experimental study, Guided Math (i.e. workshop model) was more effective for lower performing students in gen ed than traditional, structured whole group instruction, but equally effective for all other groups (except special ed)
Kroesbergen, E.H., van Luit, J.E. Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science 30, 361–378 (2002). https://doi.org/10.1023/A:1019880913714.

In another quasi experimental study: Look to Statement 6 for outcome findings. After teachers received professional development in guided math, student outcomes were higher in guided math than their prior traditional approach. But it's not a very rigorous study
http://www.ibii-us.org/Journals/JESD/V2N2/Publish/V2N2_7.pdf

I imagine you are an administrator getting your Ed.D in educational leadership - you people are like cancer.

Seriously, go teach in the classroom or get out of the building. You are the problem, not the solution.

Exactly. Go reteach/remodel the workshop model, because the kids did not understand the assignment 😒

Wow, that's the last time I'll provide research when people ask for it! One more time: I am not an administrator. I am a person who works for a research organization who has a PhD in cognitive psychology but a BS/MS in math. I volunteer to help a teacher out during math classes each week. I independently== out of my own interest--- researched the evidence for the guided math workshop model they use so I could understand it more. Basically the research says it's effective but hard to implement-- and that's basically what I see in the classroom too. I normally support teachers 100, but I have to admit if y'all are teachers I'm bothered by the way you're jumping to conclusions without evidence about me.

HS math teacher back again. Instead of doing this, why don’t you apply to be a substitute? You could work as little or as much as you like and actually help teachers AND students. There are students every day in classes where they can’t find a substitute. You really want to make a difference and have time to volunteer? Substitute. You will even get a little pay.

HS math teacher you should be ashamed for jumping on a school volunteer who is teaching kids without any compensation. The person is making a difference by donating time to work one on one with kids which frees up people like you to teach other kids in smaller groups. If you took the time to read the person’s post he said he/she said he had a full time job. Presumably one with more career potential than being a sub.

+1 someone with a PhD in cognitive psych and a BS degree in math would be someone schools would be dying to have, particularly since there is such a shortage of teachers with STEM qualifications. This HS teacher sounds dim and mean.

DP. The workshop model is entirely inappropriate for high school. The HS math teacher sounds rightfully fed up.

I assume the parent volunteer is volunteering at an elementary school. Personally, I'm glad our elementary school dropped the workshop model after 2nd grade.

Anonymous wrote:

Anonymous wrote:So what did the classroom look like?

If the classroom is a barren hell zone when the teacher leaves and takes with her all the things SHE purchased for that classroom, don’t be mad at the teacher. Be mad at the system that created a set up where the only way your kid has a decent environment to learn in is when the underpaid teacher hoes out of pocket to create it herself. My students are consistently shocked when I ask them to be gentle with some material because I bought it. Pencils, pencil sharpeners, Manila folders, book sets, decor, markers and art supplies, sticky notes - that’s ALL ME. Really an indictment on the system if the teacher goes and it’s revealed everything that made the room habitable and decent goes with her.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Guess I should have just kept teaching after being diagnosed with an aggressive cancer. Sorry to inconvenience the poor parents.

Hey, wait up a sec. You were also supposed to stay and explain it to the kids in an age-appropriate manner, keeping on your brave professional face while you answer their questions and help them process it. But don't scare them or break down or anything.

Eff your feelings and your trauma. Those kids and parents deserved answers, Teach.

No!!!! If she felt up to it, fine; but she didn’t HAVE to do that. That is EXACTLY what is wrong with parents. Teachers do not need to have a session with 25+ students explaining their cancer diagnosis. That is outside the requirements of the job. If a student needed anything afterwards, that is what counselors are for.

PP: do not let this poster make you feel anyway beyond how you felt at that time.

Learn to recognize sarcasm, PP.