Tuesday, April 9, 2024
Sunday, March 31, 2024
Blog #10. Eliminating Ableism in Education
Written by Thomas Hehir
Author's Point of View:
"Disability only becomes a tragedy for me when society fails to provide the things we need to lead our lives, job opportunities, or barrier free buildings."
This article starts of with a personal narrative with Penny, a mother having born a child with special needs. I could not believe that at a workshop for parents with disabled children Penny was told that she 'had to go through a period of mourning when her child arrived because that child would never be normal.' Penny was told to have very 'low expectations' about what education her child would receive in school. In order to get an equal education for her son, Penny would need to fight for him. This occurred in the year 1983, 41 years ago. That's really not a very long time ago! As an educator and parent, this was very sad to read.
TEACHING POINT #1
Before reading this article, I had never heard the word ableism. Thomas Hehir defined this as "a pervasive system of discrimination and exclusion that oppresses people who have mental, emotional, and physical disabilities...Deeply rooted beliefs about health, productivity, beauty, and value of human life, perpetuated by the public and private media, combine to create an environment that is often hostile to those whose physical, mental, cognitive, and sensory abilities...fall out of the scope of what is currently defined as socially acceptable" (p. 198). The words that stand out for me with this quote are DISCRIMINATION, EXCLUSION, and OPPRESSION. This same theme and social issue was written by Allan Johnsons in his article, Privilege Power, and Difference. This same societal discrimination is also happening in school with a population of students who are considered 'different.' Shocking to me!!!! Changing a person's disability in which they were born with cannot be changed or overcome. We, as a society, need to change how we bridge the gap and make it equal for everyone.
The 'poster child' syndrome was a new term and ideology for me. In this article, Joseph Shapiro (1994) makes mention of this as "Tiny Tims" campaign. "The idea that disabled people are childlike, dependent, and in need of charity is a pity" (p. 14). By displaying a child on a poster makes it seem that being disabled is not okay, and by giving money to the cause or organization, 'the disabled child will go away.' Joseph Shapira writes that these posters are oppressive to most disabled individuals. In the past whenever I too have seen these posters, I've felt strange and couldn't quiet been able to explain why. Was I too feeling this poster to be disrespectful and embarrassing for individuals with special needs? To the special needs population, this is EXTREMELY hurtful and offensive. Thomas also gives an example of discriminatory behavior by non disabled individuals when he writes about the blind climber who made it to the top of Mt. Everest. Was this climber deserving of pity or respect because of his disability? The reality of this was that an amazing obstacle, regardless of who did it, should be the big celebration, noteworthy of praise whether it was performed by a disabled or non disabled climber.
TEACHING POINT #2 The Education of the Deaf
In this section of the article, Thomas Hehir writes that educational programs for deaf children in the United States have existed for over 150 years. This is a very long time! Both Thomas Gallaudet and Laurent Clerc opened up the American Asylum for the Deaf and Dumb in Hartford, Connecticut in 1817. The importance of this program was that Laurent was also deaf, the teachers at the school were fluent signers and most of them were deaf themselves. I think that what made this school and students so successful was because they were being taught by teachers who themselves knew the struggles of being deaf. These deaf educators also were skilled and knew the importance of ASL.
In the later half of the nineteenth century, a new theory of teaching the deaf was believed to be the best method. This method was called oralism. This practice teaches deaf children to lip-read and speak. This practice prohibited the use of 'manual language' because 'they' felt that it 'decreased the motivation' for deaf students to speak. This section also mentions Alexander Graham Bell who was a huge supporter of oralism and who had wanted sign language banned. This surprised me! I have read a lot about Hellen Keller who was born blind, deaf, and mute. Her parents had brought her to the school Mr. Bell ran. He recommended a teacher named Annie Sullivan. Annie was partially deaf herself. She taught Hellen language by signing. Later. Alexander Graham Bell would create Braille. Why did he want it banned, when his own wife was deaf? These questions we will never know.
This practice of oralism is still around today with many advocates pushing for it. In 1989, Jacobs found that "for many, the deaf "supercrip" is a deaf person who can read lips to speak. Jacobs goes on to write that very few deaf people master oralism. He then goes on to show that the deaf who do master this practice are usually the ones that had lost their hearing after they had developed language. To this day, there is no resolution. I think individuals that are pushing for oralism feel that a deaf person's disability can be cured. They are not advocates for teaching disabled individuals methods they can use that would make learning easier for them.
In this section of the article, it also goes on to talk about the upbringing of a child who is deaf. Researchers have studies this and concluded that teaching a child to use ASL is both beneficial as well as necessary. ASL is a language with its own syntax, the arrangement of words, as well as grammar. This language develops naturally in a deaf child in the same way that oral language is developed in a child with normal hearing. Deaf parents raising a deaf child has also been researched. In these findings, Courtin, 2000; Sisco & Anderson, 1980; Zwiebel, 1987 found "that these children born to deaf parents display superior language development and obtain higher scores on IQ measures than deaf children of hearing parents". Is this because the deaf parents used this 'superior' way to communicate with their child? I think there definitely is a correlation. Well developed language = higher levels of literacy.
TEACHING POINT #3 Toward Ending Ableism in Education Ways to Fix the Problem of Ableism:
*Teach diversity
*Dealing with disabilities in a straightforward manner
*Adults with disabilities need to take on more powerful roles in society
*More adults with disabilities need to seek out how to have a more powerful influence in schooling
2.Encourage disabled students to develop and use skills and models of expression that are most effective and efficient for them
*All students are not the same, nor should they be taught the same way
*Accept differences and have students perform the disabled child's way, not how non disabled kids perform.
*Allow natural development of language, especially students that are deaf. Teach them the ASL method.
3.Encourage disabled students to develop and use skills and modes of expression that are most effective for them:
* Allow flexibility with disabled children to perform in a way that it 'just right for them'.
CONNECTION: This reminds me of the article Aria written by Richard Rodriguez. It is unethical to ask children to respond and show their understanding if it is not what they are capable of doing based on a barrier or challenge he or she may have.
*Provide educational opportunities to disabled students that offer the students a disability-specific mode of learning and expression to help them succeed and shine.
4.Special education should be specialized:
*Inclusion is important for all students.
*Same curriculum should be practiced across the board
*IDEA 1997: IEP teams need address curriculum access for all students- curriculum needs to be the same for all students
*Specialized support needs to be in an inclusive setting
*Special Educators need to be trained in specialized instruction; especially with disability-specific skills to be most effective with helping a specific population of students
5. Move away from the current obsession with placement toward an obsession with results:
*"IDEA incorporated the current requirement that children be educated in the least restricted environment."(U.S. Department of Education, 2000).
*High-stakes tests should not be allowed to measure a disabled student knowledge.
6. Employ concepts of universal design to schooling:
*Universal design for all students does not meet the needs of ALL students
*Reading programs are not designed for all students.
*Reading interventions need to be specific, and designed for the specific population it is intended for
7.Promote high standards, not high stakes:
*Stop the belief that disabled people are incapable
*Standardized testing is problematic
*Stop the disbelief that disabled students cannot receive a diploma
8.Employ concepts of universal design to schooling:
* Make building accessible for everyone
*Universal design in school is essential
*Design reading programs to fit the concept for all student learning
A meaningful quote I took away from this article:
"Disability services should be justified on the basis of their impact on the non-disabled. Universal design is a matter of simple justice," Thomas Hehir.
Tuesday, March 26, 2024
Blog #9. Literacy with an Attitude by Patrick Finn
Literacy with an Attitude
Written by Patrick Finn
Chapter 1
Do you believe there to be inequalities in education? I didn't think too much about this before reading Patrick Finn's article but I certainly do now! Out of all the articles we've read for this course, I felt this to be the most 'eye' opener for me, being in eduction for over 28 years.
I know that there are some inequalities in education but have always felt them to be community based, not on students' social classes within the same communities. Finn starts of chapter 1 with a discussion of Paulo Freire, a professor at the University of Recife in Brazil. This professor started a literacy program in the early 1960's. Mr. Freire started this literacy program for illiterate, poor adults. The idea behind this program was that the community leaders believed that by teaching literacy to the adults, it would make them become better workers and better citizens. Paulo's approach to teaching was different than the previous programs, he introduced the concept of justice. After introducing this concept, he went on to teach them and instill the idea that by them learning to read and being literate, they would have the ability to secure 'JUSTICE' and engage in the struggles and challenges they faced being illiterate. Because of this one factor, which all the other failed programs did not have, Paulo's program was effective. This would give the lower class more power!
Chapter 2
Author's Point of View: "Don't be so damned superior! Don't look down your nose to people out there teaching real children in real and sometimes dreadful circumstances. Don't question their intelligence, or their motives."
In this chapter, Finn introduces the reader to a study done by Jean Anyon whom 'studied fifth grade classes in five public elementary schools in rich neighborhoods and not-so-rich neighborhoods in northern New Jersey.' He ranked these schools based on the level of family income: elite, wealthy, middle, and working class.
Finn goes on to write about the similarities among these schools in his study. The population was predominately white, they used the same language arts curriculum, and math books. The the curriculum was very similar within these five schools. Even though there were so many similarities in the curriculum, the delivery of the content was drastically different based on the children's families socioeconomics status.
Anyon's Findings:
I believe Anyon felt there to be a correlation with the teachers whom taught at these different schools with their own upbringing and socioeconomic background. Many of the schools did not ask Bloom Taxonomy questions:
2 Working Class Schools :
*students were given little decision making or choices on their learning
*solving problems or figuring out the work had to be done the 'teacher's way' or else
*'in one working-class school, the teachers used manuals that specified that the textbooks were intended for "low ability students".'
*students were not challenged academically, there was no creativity, higher questioning, exploration, or free choice in their learning
*children in these working class schools were required to copy notes, take multiple choice tests and never had to explain their reasoning
*science experiments were performed by the teacher as the students watched
*teachers controlled 'students' movements throughout the day, guarded materials, and punished those who did not finish their work
*teachers belittles and 'looked down' on their students, there was no school 'community'
*students felt belittled and education, gaining knowledge, was not instilled as being important and therefor they acted out
*work was repetition and mechanical
Middle Class School:
*textbooks were harder
*questioning was not inquiry based, just recall questions
*information presented by the teachers was not presented in a way for students to make connections to their own lives
*math problems that were answered needed to have an explanation as to how the student got the answer
*work passed in was not graded on creativity just completing on whether or not they did the project correctly
*rote memory was emphasized
*"dominant theme in this school was possibility"
*students felt that working hard and getting good grades would lead them to get a good college education and good job
*critical analysis was not valued as 'important' to the children's' future
*work was knowing the correct answer
Affluent Professional Schools:
*personal development and creativity were goals for the students
*students were encouraged to 'think for themselves', explore, and find different ways to solve problems, and share their opinions
*hands on learning and inquiry were important and encouraged across subjects
*in science, students performed the experiments
*textbooks emphasized higher lever thinking
*students were taught such things as: financing, savings, religion, cultural issues, and labor laws
*social differences and conflict was discussed in this school unlike the working and middle class schools
*learning was fun knowledge was 'power'
*creativity was the 'theme' across ALL content areas
*students were in charge of their own behavior and had some choice with their consequences
*work was as Anyon writes, "symbolic capital"
*individualism was stressed by educators
Executive Elite School:
*knowledge = academics that were intellectual and rigorous
*academic language was rigorous, complex, and analytical
*materials were easily assessable for all students
*student led groups and 'teaching out' sessions
*teachers gave few direct orders
*overall theme in this school was 'excellence'
*students encouraged to be the best and to show outstanding performances
*the fast paced instruction meant students were responsible for keeping up
*'students were developing a relationship to the economy, authority, and work that was different than all the other school'
*education was something that would put them at the top of the economical work force
SUMMARY:
As an educator, I felt this article to be riveting and powerful! Jean Anyon was able to expose a problem in history with social injustice that took place in a school system in New Jersey in the 1960's. The children were effected by this. If the same education was delivered in all 5 of these schools, many lives would probably have changed and been different, probably for the better.
In Allan Johnson's article Privileges, Power, and Differences he wrote about this same problem but in society, not schools. Trouble with issues of difference based on social class can lead to 'unnecessary suffering.' Both in the working class students and middle-class schools, students were taught to 'take orders.' The knowledge in textbooks was more valuable than their own experiences. They were taught through traditional, directive methods to look up knowledge, not to create it. They were not taught to manipulate or direct systems, with little connection to school knowledge or with their daily lives.
Towards the later part of Patrick Finn's article, he notes that this same practice could be seen in the early 1990's in California where schools are continuing this practice of teaching based on students' social class, poverty level, or cultural background. Jean Anyon's study took place over 40 years ago, and to think that this same practice is still happening based on the social statues of the populations is 'crazy' to me! So unfair! Finn refers to this practice as the 'caste system' in India. It is a social hierarchy passed down through families, and it can dictate the professions a person can work in as well as aspects of their social lives. I agree with Finn! Shame on the our administration and educational system for allowing this same practice to continue today!
Article: Caste System: Click Here
Sunday, March 10, 2024
Blog # 7 Queering Our Schools & R.I Regulations on Transgender + Nonconforming Students
Queering Our Schools
Written by: Editors of Rethinking Schools
Author's Argument: 'How do we create classrooms and schools where each child, parent, and staff member's unique, beautiful self be appreciated and nurtured?'
This article starts of with explaining that on November 5, 2013, Illinois became the 16th state to legalize same-sex marriage. It then goes on to describe a tragic event that occurred on that same day with a 16 year old girl riding the bus on her way to school. This girl, Sasha is an agender youth. Another student on the bus, lit the 16 year old's skirt on fire.
As I read this, I couldn't imagine that a horrific act of violence towards a child could ever happen here, in the United States. The reason for this malicious act was never identified in the article. Did the other student (s) do this because they were so angry with the same-sex marriage law that was passed or were they angry at Sasha for being different, nonconforming to her gender?
The town and school communities came together to support Sasha and raised money for medical expenses. The junior who lit her on fire, was sentenced to 2 felony charges of hate crimes. However, her family turned around and fought for this offender to be tried as a child which would lessen the prison sentence and severity at sentencing. Sasha's father, an educator where they lived in Oakland, California spoke out about the need to educate children. Karl states, " None of us can know the mind of the kid who lit a flame to Sasha's skirt. But I have a feeling that if he had seen Sasha's skirt as an expression of another kid's unique beautiful self, and had smiled and thought "I hella love Oakland," I wouldn't be writing this now."
Teaching Point #1:
FACTS
* 6 out of 10 LGBTQ teens feel unsafe in school
* 82% have been verbally harassed because of sexual orientation
* 49 states have passed legislation on 'anti-bullying'; however this legislation does not specifically identify the LGBTQ community
* 74% of Transgender youth report sexual harassment at school based on their gender identity and expression
* 25% of LGB students have been physically hurt by another student because of their sexual orientation
* 55% of Transgender youth report physical attacks based on their gender identity and/or expression
* 28% of LGBT youth drop out of school due to this harassment
* 25-40% of the youth who become homeless each year are LGBT, and the number is likely much higher. (Lambda Legal)
Article: How-to-support-LGBTQ Family and Friends: CLICK HERETeaching Point #2:
The editors of Rethinking Schools write in this article Queering Our Schools, "There are reasons why teachers and administrators are reluctant to adopt school wide approaches that open up discussions of LGBTQ rights and homophobia." School distracts worry about the backlash from parents. I wonder how the parent would feel if the tables were turned and they were the ones feeling excluded and mistreated. My middle daughter, Emma befriended an agender teenager who had just move to Rhode Island from the south. My daughter was SHOKED how the other students in her high school treated her. This male identified as a she/her. She was not valued or recognized. I can remember Emma telling me how difficulty it was for the teen each and everyday both in class and in the hallways. This teen eventually moved to another state but I'm sure this experience will stick with both of them forever. What people need to understand is that 'different people like different things. Different people dress and behave or look differently. And that is a good thing.'
Teaching Point #3:
The article mentions that in order to have safe, nurturing schools teachers and students need to step up. When they do, classroom discussions on this topic of change become more powerful. When Jody Sokolower, came out to her 7th grade students, her administration accused her of talking about her 'sex life.' I thought it was powerful that many elementary schools have created LGBTQ parent committees that go into schools to lead workshops on this topic. Also equally important is the creation of a LGBTQ curriculum, a resource to use from kindergarten through middle school. I know we don't have this in my school district and would be very interested in learning more about this in the document, It's Elementary.
Finally, the article mentions the need for multicultural education moving beyond "heroes and holidays" to also integrate the LGBTQ issues and people. This would be wonderful to see but as an educator with 7 years more of teaching, I don't foresee this happening in my own 2nd grade classroom. The parents are very powerful in my district and I have too much to loose by being the 'pioneer' to start teaching this curriculum. Hopefully, this movement will continue to grow and change in ideology and practices which eventually will include everyone, including the LGBTQ community!
Rhode Island Schools/ Transgender and Gender Nonconforming Students
June, 2016
~As I'm reading the Regulations from the state of Rhode Island, I'm wondering why the incident in California occurred in 2013 and this guidance for Rhode Island schools on transgender and gender nonconforming students was written in May 13, 2016?
~R.I. is committed to ensure safe and supportive learning environments for all Rhode Island youth. Why is there not a LGBTQ curriculum developed for school departments throughout our state that is being used?
~In May 2001, R.I. became the 2nd state in the country to 'explicitly prohibit discrimination on the basis of gender identity or expression.' Based on the state laws throughout the United States, we still have a long way to go!
Nondiscrimination Advancement- CLICK HERE
*State law explicitly prohibits discrimination based on sexual orientation and gender identity (23 states , 1 territory + D.C.)
* State explicitly interprets existing prohibition on sex discrimination to include sexual orientation and/or gender identity (see note) (8 states)
* State law explicitly prohibits discrimination based on sexual orientation only (1 state)
* No explicit prohibitions for discrimination based on sexual orientation or gender identity in state law (18 states, 4 territories)
Tuesday, March 5, 2024
Teach Out Project
Topic: Bilingual Education
Inspirational Articles:
Aria by Richard Rodriguez &
Teaching Multilingual Children by Virginia Collier
Teach Out Audience: ESL teacher in my district and my daughter Abby
Format: Interview with my colleague Donna (ELS k-12 teacher)/ creating need to know pamphlet to classroom teachers with information on ESL.
Overview:
My friend and colleague Donna is the ESL teacher in the school district that I work in. This district is a predominately white, English speaking population. Her position can at times be challenging due in part because of the lack of resources. Also, Donna is the only ESL teacher in my district of around 1,740 students. Due in part to a large International, local company in town many engineering families move here for a short period of time. There have been students from Spain, Croatia, and the Netherlands to name a few. I will focus my project on the challenges low incidence districts (and also most districts now with the influx of immigrants) face with providing support to English language learners. Also to their families adjusting to a new culture and school community.
Sunday, February 25, 2024
Blog #6 Bilingual Education in Classrooms
Bilingual Education Act: Bilingual Education Act, also known as the Title
VII of the Elementary and Secondary Education Amendments of 1967, was the first
United States federal legislation that recognized the needs of limited English speaking
ability students.
Aria
Written by Richard Rodriguez
Author's Argument: There are 2 ways a person is individualized. While one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality.
In this personal autobiography written by Richard Rodriguez, he goes into the painful memories of being forced to speak English in his classroom and also at home when he was a child during 1960's. Rodriguez was denied the right to speak his family's native speaking language, Spanish, in the Catholic school he attended in first grade. Confused by this predicament, Rodriguez states, "Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between 'classroom language' and the language of home. He then remembers his classroom 'silence' due in part because of his inability to speak English. When he did try to speak English, he was teased and belittled by the other children. Because of this, he became silent and afraid to speak in class for fear of being made fun of. Halfway into the school year, the nuns from his school visit his home. The nuns, who were his teachers, encouraged his parents to practice and to speak only English in their home. They felt this would help Richard become a better English speaker in the classroom. His home life changes drastically after that visit.
After the oppression of their native language at home, the Rodriguez's household changed. They were no longer this family that spoke to one another in Spanish. The household demeanor changed from a loving household to one in which no one spoke. After the 'Americanization' of their children, Spanish words became a thing of the past. Once outgoing, social, and united, this family changed forever. They 'lost' themselves as a family unit and lost their heritage. Back when this situation played out, bilingual schooling and classrooms were not a 'thing.' Not until the seventies did society realize that it was wrong to force children into speaking English; not allow them to speak their native language within the classroom setting. Mr. Rodriguez then goes on in remembering that his 'classroom English' became better and he then felt comfortable participating in the classroom. He no longer felt like that disadvantaged child with the language barrier separating him from his peers. This public silence changed his life. At the age of 7 years old, he realized that he was an American citizen.
Teaching Point #1
This article really made me stop and think of how difficult it must have been for the author Richard Rodriquez and so many others like him who had to live through this type of 'oppression' and discrimination. I can see this same message/idea in the article The Four I's in Oppression:
Internalized oppression (socially):
Internalized oppression is a belief that one group is superior over another group. A 'white dominant' society is what resonates and makes me think of racism and social divides in our society. This is when another group, collectively or individually feels superior and the 'chosen' one in a particular society.
Bilingual Education, when to start? Click Here
__________________________________________________________
Teaching Multilingual Children
by Virginia Collier
Author's Argument: "One must teach in two languages, affirm the cultural values of both home and school, teach standardized forms of the two languages but respect and affirm the multiple varieties and dialects represented among students in class, be creative and flexible teachers, serve as a catalyst for discovery as students learn to operate effectively in their multiple worlds, be able to mediate and resolve intercultural conflicts, and keep students on task."
This article was so very different from the first one. Ms. Collier praises bilingual teachers and the notion of teaching in two languages. From the YouTube videos we were assigned, some of the inner city schools had several different speaking children in their classrooms. Wow, as a classroom teacher, I can't even imagine how to manage this and meet everyone's needs. This article mentions seven guidelines to better understand how teaching English to second language learners can become an 'enriching' experience for everyone in the classroom:
1. "Be aware that children use first language acquisition strategies for learning a second language (127)."
2. "Do not think of yourself as a remedial teacher expected to correct so-called "deficiencies" of your students."
3. "Don't teach a second language in any way that challenges or seeks to eliminate the first language."
4. "Teach the standard form of English and students' home language together with an appreciation of dialect differences to create an environment of language recognition in the classroom."
5. "Do not forbid young students from code-switching in the classroom. Understand the functions that code-switching serves."
6. "Provide a literacy development curriculum that is specifically designed for English-language learners."
7. "Provide a balanced and integrated approach to the four language skills: listening, speaking, reading, and writing."
Teaching Point #2
This article had so many wonderful ideas and a ton of valuable information. For teachers who are in a setting where there is a diverse population of students from many different ethnic backgrounds, this article is a MUST read! The author Virginia Collier really emphasized the importance for Bilingual teachers to appreciate the different linguistic and cultural values of every student in their diverse classrooms.
An interesting idea which I thought to be insightful was that native language -like conversational proficiency generally takes about 2 to 3 years to master. “It is not intellectually as demanding as school or academic language (128-129).” My district offers Spanish as a weekly special for my 2nd grade students. How important this will be for them moving forward to master Spanish in later years.
Teaching Point # 3
I found it interesting when the article mentioned the social bias students who speak a different language feel when teachers don’t fully accept and give complete credence to the different languages and dialects within the classroom. When these teachers are teaching students a second language they must understand the benefits of having multiple ways of talking in a classroom and how this is so very valuable to everyone in that classroom.
Next, another ‘take away’ I had with this article was the importance of code switching. The importance of allowing students to do this is very important. This shows that students are proficient enough in both languages to be able to change when speaking between the two. This was seen on the video of the boy and girl sharing a writing assignment with the class. The boy was speaking in Spanish and the girl was speaking and reading their paper in English. That was very powerful to see! A connection I have to this is my Dutch mother’s ability to do this when having conversations to relatives in Holland. I would listen as she spoke into the phone, switching languages so that her English speaking children would understand. It was magical to me!
Finally, the last thing that I found interesting was the ‘dialogue’ journal that the teacher of the older grades used within her classroom on one of the videos. This journal allowed the non English speaking students to express themselves in their native tongue while also being a tool for the teacher to communicate with the student. This was very powerful. What a diverse learning environment for everyone that walked into that classroom. Bilingual education helps foster and develop brains in so many fascinating ways!
Sunday, February 18, 2024
Blog # 5 No More "Normal"
Author's Argument: 'Schools should not be forced to beg for what they deserve. We need to push National unions, professional organizations, and school communities into transforming our schools and teachers' work lives.'
Talking Point # 1:
This week's article was written from the editors of the magazine Rethinking Schools, 2022. This article gives a glimpse into what it's like to be a teacher in today's ever changing world. For years, teachers have had to make do with the materials, supplies, and textbooks that were available to them. Often times, there isn't enough money in the budget which leads to a lack of materials. This means a lot of 'out of pocket' expenses being made by the teachers themselves. Far too often, many teachers pay for supplies for their classrooms. In my own situation, I want you to think about a classroom of 20 students and being given 4 packs of pencils to last the whole year from the supply closet. The general public needs to know this is real and takes place far to often. Just drive by a local teacher store at the end of the summer to see teachers purchasing items for the start of school. This is real and shouldn't be happening! As an educator who switched positions from Special Ed. to a 2nd grade classroom 7 years ago, I've spent thousands of dollars of my own money in purchasing materials to enrich my classroom.
Talking Point #2:
Next the article talks about the pandemic. "The pandemic has pushed many frayed public schools into a state of barely managed crisis." Because of this crisis, many schools have limited substitutes, fewer bus drivers, as well as limited central office staff. As a public school teacher working during this time, the stress and working conditions was something that brings back panic and still make me shiver!
Many teachers across the country quit during this time. I know of four teachers in my district that took an early retirement because they could not handle the technology piece, the parents, administration and just the absurdness of it all. At times, it did feel like we were a babysitting service, trying to manage so many different issues during this time while still trying to stay safe ourselves. We were in the 'thick of it all.' I had 20 students that year, trying to teach, while also looking out for their social emotional needs. Not to mention the 'crazy' parents! The workload was overwhelming. At the time, my own social/emotional well being suffered as did my own family's. I was putting in 10 hour days and still feeling ineffective.
The stress during this time was and continues to be real, not just looking back to the pandemic but also day-to-day. The article quotes some educators and the reasons for leaving the classroom. "We are tasked with teaching students to read, write, think, compute, imagine, and evaluate. Then we are blamed if our students don't make a benchmark based on some irrelevant, often culturally biased test." Another teacher who felt the stress stated, "You couldn't pay me enough to add something else to my to-do list. Besides, no one wants to attend more meetings after school," as she burst into tears.
The article then goes into another reason teachers are quitting, not only because they feel overworked. Some feel that as a result of the pandemic, some school districts had complete disregard for teachers' health and safety. In the news, I remember there were some teachers in other districts who refused to receive the COVID vaccine. One teacher who refused the vaccine for religious reasons from a school district got fired. While several others who had family members with compromised immune systems refused to go into the classroom.
Talking Point #3:
Many teachers have longed for the return to 'normalcy.' But the true fact of the matter is that the pandemic was not really the true problem. That problem started WAY before COVID in the way we thought 'normal' was in our educational system. Teachers are required to do far too many things in any given day. To say our day starts at 8:20 and goes until 3:00 is truly absurd! I long for a workday like that. I typically start my day at 6:40 a.m. planning for my day and ending my workday at 6:00 p.m. The hours teachers put in are countless. Another major problem I spoke about in the beginning of the article is lack of funding that goes into our school systems. The editors of Rethinking Schools feel, "There has been a disinvestment, a corporate ideology that values the voices of business leaders over education, and the broader failure of the political and economic system to adequately provide for working peoples' mental and physical well-being."
Why are we not spending money to fund education? In the year 2022, military spending was at $778 billion dollars. U.S. dollars in that year went towards weapon systems, oil pipelines, football stadiums, tax/ wealth credits, and many more non-educational spendings. The article asks, "Where are our priorities?" The money is there but has not been used to support students and families, increasing staff pay, lowering class sizes, renovating/remodeling school buildings, and school budgeting.
Teachers have and are continuing to leave this profession. Who will teach the children? Where are our priorities? We need to think about changing this feeling of 'hopelessness' into a demand for change! Government, National unions, professional organizations, school communities, towns, and cities need to make improvements to public education and institutions in order for change to happen. Teachers must feel supported, valued, and empowered in order for this transformation in education to occur.
Click here to read what students feel would improve education in the United States.
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