Childhood was a time when I learned the world wasn't fair. I believed in equality for all, and I was good for tattling when I felt injustices took place. Instead of righting injustice, I was the one who was in trouble for being a 'tattletale.'
45 years later, I feel the same way. I've learned not to be a tattletale, but there is still a part of me that wants to right injustice. It's one of the reasons I became a teacher. I saw a tremendous amount of what I considered injustice when I was a student, and I thought I could become a positive influence in the lives of others.
However, with the current state of public education, I'm not sure I can right the injustices anymore. I'm not sure I want to try. Every time I turn around, there is another teacher in trouble, another law passed meant to undermine teachers, another something taken away from teachers just to make our jobs more difficult.
Children are more than test scores, more than the latest greatest technology. Billionaires have decided to do what they think is best for our children, but they are hobbling what we know words. In an effort to make money, corporations are creating charter schools with prescribed curriculum, churning out tens of thousands of students who will not be able to think on their own.
I fear for our education system. And what is happening right now is a far greater injustice than I'll ever be able to right.
Monday, January 25, 2016
Friday, June 5, 2015
Teaching is a calling...and in need of advocacy
Other than my dolls and my baby brother, my first students were in Special Education. In fourth grade, I was chosen to go to the SpEd building (it was the 1970s, and SpEd was a separate building; a log cabin on the outside, a bright, cheery, busy room on the inside) and work with various students. I liked the kids; they were sweet to me and fun to be around. By sixth grade, my students were kindergartners, and my job was to work with them on the alphabet and reading. I loved their happy smiles and willingness to work with me. Some of my happiest times were in elementary school, teaching younger students.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
Monday, June 1, 2015
Teachermusings: I don't want to go on strike; I don't
Teachermusings: I don't want to go on strike; I don't: I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able...
I don't want to go on strike; I don't
I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able to make my bills.
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
Sunday, May 3, 2015
$65 a month?
What can I do with 65.00 a month?
I can put it in savings for those months when my husband, who is self-employed, doesn't work as much. It can accrue, and we can make bills.
It will buy me two tanks of gas for my car. Or a tank for my husband's truck.
My family and I can go out to dinner...someplace nicer like a steak place. Maybe my husband can have a beer.
$65 will pay for my medicines for a month. That would be nice.
We can put it toward retirement. Someday we'll retire, and it would be nice to be able to live above the poverty line.
New clothes would be nice, depending on where I go. I can also update my child's wardrobe as he's always in need of new clothes.
We need a new furnace; I can put it aside so in 77 months, we can afford one.
$65 can be put into a college fund for our child. By the time he graduates from high school, we'll have 3900.00 for college! Or we can put it aside for a nice trip...some day.
Or instead, I can put $65 a month toward my union dues to help my union protect me, bargain for me, defend me. I can easily waste $65; we all can. And yet, our union works for us, trying to make sure we have reasonable class sizes, a 30-minute duty-free lunch, decent compensation and benefits, and are treated as professionals, all for $65 a month. My union protects my future as an educator; in fact, my union protects the futures of both union members and non-union members alike. Without my union, what will happen to my salary? my class sizes? my 30-minute duty-free lunch? Who will protect me if I'm falsely accused of something? For all my union does, $65 a month is a reasonable amount to pay.
And the "I can't afford it" reason? My thought is this: you can't NOT afford it.
Saturday, March 21, 2015
My Master's degree isn't worth it?
Our 'esteemed' school board president and our superintendent of schools have decided to not reward high school teachers for their master's degrees in education. What? Apparently, they want teachers with master's degrees in their content areas instead because, according to their beliefs, those degrees make the most difference in student achievement. So the two and a half years I studied brain development, learning styles, and the best methods to reach those learning styles is 'useless'? I could have saved myself $11,000?
I am an educator, and my job is to educate. Yes, I teach English, and when I graduated with my Bachelor's degree in English, and 67 English credits, there were varying opportunities for me. I chose to teach, which meant I had to take--and pass--the required education classes. However, as an educator, I need to know how to reach various learners and recognize their learning styles or else they won't be successful in my classroom. I could have a Master's in English, but I'm a teacher first and my subject is English.
When I explored post-secondary options, graduate school, I wanted a program that would help me become a better teacher. See, teaching isn't simply about content; it's about the whole student. The whole student includes:what is happening at home; what is happening at school; how the student learns best; what struggles the student has; and the inner conflicts of each student. A Master's in English helps me know more material, but it doesn't help me know my students. My graduate program through Regis University helped me learn about brain development, learners and their learning styles, and how to improve my classroom to work better with more students. That's, in my mind, true achievement.
No graduate program is easy, including the one at Regis, and my summers, school nights, and weekends were devoted to this program, which paid off when I earned a 4.0 at its end. That's right; straight As. Since my employer does not pay for Master's degrees, I spent the next 10 years paying off my loan. Was the entire experience worth it? Definitely. My teaching ability changed for the better, and with the skills I learned at Regis, it continues to evolve. I am considered "highly effective" and my students have tremendous academic success in college.
So now this degree isn't 'worth it'? I'm curious as to how a Master's in English would have made a difference in my job--teaching. A struggling student does not care about master's degrees; a struggling student wants a teacher who can reach her and help her learn. Students are not 'products;' they are human beings, and we need to know how to help them. This fallacious thinking from our Board president and superintendent (who has a Master's in education!) harms students more than helps them. Teachers take classes in their contents; I've regularly taken classes to help me know more content for my subject matter. I know a great deal about literature and writing. but my Master's in Education makes me a better teacher.
I find it a slap in my face that I'm not considered 'worthy' of compensatory pay based on my level of education. But I also believe this is yet another way our district "leaders" are trying to make experienced and well-educated teachers like myself leave the district. I was once a novice teacher, but I had master teachers help me grow into my profession. My Master of Arts Education: Learning and Teaching from Regis University furthered developed my abilities. What happens when only novice teachers are in the classroom? What happens when, after five years, these same teachers reach the 'top' of their salary scale? Will most leave? Definitely. What happens to our children when there are no experienced teachers working with them?
Do those in power and making these decisions care about our children? Our future?
I am an educator, and my job is to educate. Yes, I teach English, and when I graduated with my Bachelor's degree in English, and 67 English credits, there were varying opportunities for me. I chose to teach, which meant I had to take--and pass--the required education classes. However, as an educator, I need to know how to reach various learners and recognize their learning styles or else they won't be successful in my classroom. I could have a Master's in English, but I'm a teacher first and my subject is English.
When I explored post-secondary options, graduate school, I wanted a program that would help me become a better teacher. See, teaching isn't simply about content; it's about the whole student. The whole student includes:what is happening at home; what is happening at school; how the student learns best; what struggles the student has; and the inner conflicts of each student. A Master's in English helps me know more material, but it doesn't help me know my students. My graduate program through Regis University helped me learn about brain development, learners and their learning styles, and how to improve my classroom to work better with more students. That's, in my mind, true achievement.
No graduate program is easy, including the one at Regis, and my summers, school nights, and weekends were devoted to this program, which paid off when I earned a 4.0 at its end. That's right; straight As. Since my employer does not pay for Master's degrees, I spent the next 10 years paying off my loan. Was the entire experience worth it? Definitely. My teaching ability changed for the better, and with the skills I learned at Regis, it continues to evolve. I am considered "highly effective" and my students have tremendous academic success in college.
So now this degree isn't 'worth it'? I'm curious as to how a Master's in English would have made a difference in my job--teaching. A struggling student does not care about master's degrees; a struggling student wants a teacher who can reach her and help her learn. Students are not 'products;' they are human beings, and we need to know how to help them. This fallacious thinking from our Board president and superintendent (who has a Master's in education!) harms students more than helps them. Teachers take classes in their contents; I've regularly taken classes to help me know more content for my subject matter. I know a great deal about literature and writing. but my Master's in Education makes me a better teacher.
I find it a slap in my face that I'm not considered 'worthy' of compensatory pay based on my level of education. But I also believe this is yet another way our district "leaders" are trying to make experienced and well-educated teachers like myself leave the district. I was once a novice teacher, but I had master teachers help me grow into my profession. My Master of Arts Education: Learning and Teaching from Regis University furthered developed my abilities. What happens when only novice teachers are in the classroom? What happens when, after five years, these same teachers reach the 'top' of their salary scale? Will most leave? Definitely. What happens to our children when there are no experienced teachers working with them?
Do those in power and making these decisions care about our children? Our future?
Thursday, March 12, 2015
Teachermusings: No Union? No CBA? What is the worst that can happe...
Teachermusings: No Union? No CBA? What is the worst that can happe...: My first, full-time teaching job was at a middle school in Amarillo, Texas. I taught eighth grade honors English and creative publications-t...
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