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Teaching reality BEFORE getting the degree

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Teaching reality BEFORE getting the degree

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After 20 years of teaching, I can honestly say that teacher training in college is mostly useless and maybe one reason why so many teachers are struggling once they get into the classroom. I use very little of what I "learned" in college. There was a lot of theory and psychology and developmental stages and lesson planning, but not what to actually DO with that information and the 90 people I see day in and day out and how to make those theories work on the practical level. I figured it out as I went along of course, like we all do, but I think part of the frustration for teachers is what we didn't expect to happen happens near daily. I love teaching, and I'll be here until I'm 65 I'm sure, but all the extra is overwhelming sometimes. We are doing so many jobs beyond just teaching. AND a lot of us have second jobs and summer jobs. If we got paid for every job we do in the school year- counselor; nurse; teaching; data analysis; managing relationships between staff, coworkers, admin, parents, kids; paperwork; life skills; job and career planning; and... and... and...

DIS TEW MUCH.

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I enjoyed reading others' perspectives, but I have to disagree.  Yes, we have too much to do.  Yes, we are teaching youth struggling with multiple adverse childhood experiences.  Yes, yes, yes--but ... I think the most challenging area of our careers is that no one understands.  No one can understand all of the above unless he or she has taught.  If my spouse, children, friends, pastor, and others could actually comprehend the mountains we move in a given day, I think I could handle all the burdens better.  We are lucky.  We get to do things daily that some people will never accomplish in lifetimes, but it's frustrating how when people ask me about school that no matter what words I use--and I know lots of them--they can never possibly process what we do.  If they only knew ...

--Carole Griffin

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A lot of the educators responded to the question in ways similar to how I would have responded. Jen Schwanke pointed out that teaching is an around-the-clock, year-round job.  As a first year teacher I am understanding how important it is to have balance and harmony as teacher.  Fulfilling responsibilities as a teacher, as well as tending to the responsibilities related to student growth and the various forms of data collection, etc. can be taxing.  Thinking about the high level of demands and expectations of a teacher can be overwhelming.  Reminding myself that I enjoy teaching, along with interacting with some of the most supportive parents, helps ease things.

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I realize that despite the fact that it is a hard task, we as teachers love what we do! There are so many demand on us as teachers and sometimes I feel like I am on a roller coaster ride because policies change, students at times are not held accountable for their own learning and it is an emotional investment to say the least. This and a myriad of other reasons mentioned in the article can make one feel overwhelmed to say the least!

The article offers insights as to the good and not so good in teaching that I can relate to all too well. I tend to now look at the positives of teaching and not so much the negatives because if I focus on them, I will probably go insane. I remember my why, go and do my best ad that is what I give each day. The media and politicians helps to place a negative outlook on schools and teachers based on data and after a while the society feels as if teachers are not doing anything much. This hurts because I KNOW teachers are doing their best and give  their best each day. However, we has teachers have to find a balance as well or our mental health will take a dip. We continue to do our best despite the challenges highlighted in the article and push forward.

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The article has a lot of really interesting responses from different perspectives. Teachers from all different walks of life as well as administrators. Teaching is so very hard. I have been teaching for 14 years. I so so much of what they were talking about. Media and politicians that bash the profession and the schools and ultimately hurt all of us and the students. Working so hard and trying to balance a life at home but do a good job here. Feeling like it's never enough. I love my students and I see so many good teachers and many who come in only looking for a pay check and they are helping to deeply hurt the profession. All of these people see that teaching is in a lot of trouble. We are having a harder and harder time getting qualified people who love the profession as so many of us veterans do. We are still short staffed at my school and are losing more people as I write this.

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"We get to teach them things, and expose them to things they will carry with them forever and ever." The beauty of teaching and learning is that we are able to engage, inspire, and support others. I love learning about new things each day. I love learning from my peers and my students. I want to teach students the skills and information that will help them excel in their every day lives.

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The article was okay. As someone mentioned, it was a little frustrating seeing all that venting and then just a bit of happy pablum at the end. I actually got more out of the comments posted by our teachers in the district than the article or its published comments. I do appreciate that it brings up the idea of all the negativity and blame swirling around education right now, and that it may be getting unconsciously absorbed (and then externalized) by the kids. I hadn’t considered it that way before. Many of us go into the profession initially because we love our discipline, our subject, and we want others to love it, too. We know our kids need good communication skills going forward whatever their career choices, and that examining the ideas and experiences of others who have gone before has deep value, but they so often won’t go there with us; it’s too difficult to put effort into engaging with something in any kind of depth when they are so used to a near-constant stream of mind-numbing distractions – the candy everybody wants – that is at worst intentionally designed to dumb them down, or, at best, intended simply to sell them something, anything, non-stop. So, as time goes on and we now have not only to confront a lack of enthusiasm (apathy) about reading & writing, but active (and sometimes passive-aggressive) resistance to it, well, not only does it hurt, but it starts to feel pointless. How can we expect any buy-in when the parents, the communities, the policy-makers are not supportive. And I mean supportive as in not just providing jeans days and all the self-care reminders, but as someone else mentioned, actively supporting the things we say we all intend for our kids: intentionally taking some action regularly that supports what education purports to do, and what struggling teachers are trying to do every day.  There is certainly an intent by some sides to undermine what we are ultimately trying to do (get more thinking people who can express themselves effectively out into the world), and that will probably get worse before it gets better. The apathy and the turning away and the lack of support by those who should be thinking and caring people, are worse. Many years ago in a sociology class we were told that the educational system in this county would implode if it did not change. We are not there yet, but we might be close. As someone already said, something has to change.

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The article was okay. As someone mentioned, it was a little frustrating seeing all that venting and then just a bit of happy pablum at the end. I actually got more out of the comments posted by our teachers in the district than the article or its published comments. I do appreciate that it brings up the idea of all the negativity and blame swirling around education right now, and that it may be getting unconsciously absorbed (and then externalized) by the kids. I hadn’t considered it that way before. Many of us go into the profession initially because we love our discipline, our subject, and we want others to love it, too. We know our kids need good communication skills going forward whatever their career choices, and that examining the ideas and experiences of others who have gone before has deep value, but they so often won’t go there with us; it’s too difficult to put effort into engaging with something in any kind of depth when they are so used to a near-constant stream of mind-numbing distractions – the candy everybody wants – that is at worst intentionally designed to dumb them down, or, at best, intended simply to sell them something, anything, non-stop. So, as time goes on and we now have not only to confront a lack of enthusiasm (apathy) about reading & writing, but active (and sometimes passive-aggressive) resistance to it, well, not only does it hurt, but it starts to feel pointless. How can we expect any buy-in when the parents, the communities, the policy-makers are not supportive. And I mean supportive as in not just providing jeans days and all the self-care reminders, but as someone else mentioned, actively supporting the things we say we all intend for our kids: intentionally taking some action regularly that supports what education purports to do, and what struggling teachers are trying to do every day.  There is certainly an intent by some sides to undermine what we are ultimately trying to do (get more thinking people who can express themselves effectively out into the world), and that will probably get worse before it gets better. The apathy and the turning away and the lack of support by those who should be thinking and caring people, are worse. Many years ago in a sociology class we were told that the educational system in this county would implode if it did not change. We are not there yet, but we might be close. As someone already said, something has to change.

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The article offers many insights in how teaching works now. It is not easy to be a teacher for many reasons, and it is helpful for this to be recognized. I think that the article offers a lot of helpful tips, though personally I don't necessarily appreciate the reminder to "remember my why" because so many times teachers are told to do that while more responsibilities keep getting added to them.
That being said it is important to remember to find the people to work with to make sure that you are making the most out of the experience and finding the proper balance. Knowing what to say yes to and what to say no to, makes it easier. Also understanding that it is necessary to not only advocate for your students, but also for yourself. There are highlights to teaching and ways to make the most of it but creating proper balance is important for  both teachers and students.

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The title of this article really grabbed by attention. As i read through the different responses i experienced a roller coaster of emotions. One thing for sure, there was something from each person's response that i connected with.

Teaching really is hard and being in the profession for over 13 years i am seeing where it is becoming even harder. With this in mind it is also showing those who really have a passion for teaching and those who just see it as a pay check. Either way i do see the profession in a crisis, and sad to say it is going to get a whole lot worse before it gets better.

Growing up i always wanted to be a teacher. There were several teachers who impacted my life both positively and negatively that led to me wanting to be a teacher. Being in the profession i can honestly say that i have a passion for it, and as hard as it is i truly can't see myself in another profession. Therefore, what i do to maintain my sanity is to control the things i can in my classroom. I give of my best and know deep down within myself that i have done my best and i just leave the rest. I have come to the realization years ago that this profession is an ungrateful one. If the students do good and excel the remark is that he/she is 'gifted' or 'bright', and when the students do not do well then the teachers are useless and not doing their work. So, we are only highlighted for the 'failure' in our students and hardly ever recognized for their success.

Teaching is hard, but there are several small wins that are very rewarding and for me that's my focus and my drive.

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The article was insightful. It does highlight the cry of most if not all teachers. I can appreciate the fact that we cannot bemoan the challenges of the job but I must also say that we never should trivialize them as well. They are a major part of our daily experiences and they build character, inspire change and possibly help us to learn more about ourselves than we ever could imagine. I believe some challenges of the job are part of the occupation and the system of education so it is important for us all to reflect on what we 'signed up for' and what is beneficial to our well being. I say, remember to maintain a balance because nothing is more important than your well-being.

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Teaching can be tough. Lower pay than our education dictates. Indifferent students and overbearing parents determined to dictate the curriculum in the classroom. Add mental health problems and safety issues, and it's a wonder anyone still does the job.
Should I chuck it all and bartend into my 80s? I don't think so. So I have to ask what I get out of it. I've worked in a high school setting for 8 years and enjoy teaching teenagers. I may not impact many of these students, but I want to make a difference for those who do care about their education. The students from the "google for the answers" generation who care little about what they learn unless it's through TikTok will run the country one day, and an uneducated generation of students is a scary thought. "So we beat on, boats against the current" (Gatsby), trying to get these kids to see the value in something many see no value in.
I agree with Ms. Panganiban that those making decisions for public educators are not public educators and have no idea what they're doing regarding education and teaching. But in the words of my grandmother, "they gonna learn." They already can't find teachers to fill close to 300 jobs in Wake County, one of the best counties in the state for teacher pay. Unless they make the necessary changes at the state level to increase pay and working conditions, 300 will become 500, and so on. Teaching is never going to be a perfect job if there is one, but we shouldn't be expected to press on in conditions that are less favorable than other jobs that don't require the education we have put ourselves through to get here and we will lose the younger generation of teachers who will chuck it all.
What will end it all is an indifferent society to the challenges of teaching professionals and the pressures of a state that expects more for less, and the ones who "toughed it out" until they couldn't take anymore are gone, and when they're gone, then what?

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So many great responses here. I was also really moved by this article. So many different viewpoints and ideas. Each one resonating with me either from right now or something that has happened in my career. The yearly "you get summers off" is always a tough blow to hear because as the article mentioned I spend most of that time reflecting on the past year, prepping for the next year, or in some professional development doing both. For me one thing that has really been on my mind lately is the phrase "thank you". Maybe this is from a conversation I had in class today with my students about sincerity, but the phrase thank you is starting to fall flat for me. I get that for a long time it was shared that a simple thank you goes a long way (especially when we are constantly under pressure from all directions). However, now it's almost as if it is being said so much that it doesn't even register. Now, that is not to say that I feel the overwhelmingly appreciated because that isn't true either. It's just the thank you's without any other ACTIONABLE demonstrated appreciation are not there. Enough of that though because today I have a bright light shining and it goes along with one of the main ideas of the article, "We get to teach them things, and expose them to things they will carry with them forever and ever. And when we remember that part of our work? That isn’t hard at all.". Today was a good day. My students are good people, when given the chance to show it. So I find my hope, my peace, my why in them and in days like today. Teaching is tough, but I love my work, I love what I do.  Today my cup is full!

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Today I feel very lucky that I was able to finally work with Ms. Westbrook and truly understand what she was saying.  To finally be "on the same page."

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The title of the article immediately annoyed me because it screams toxic positivity. Glossing over the problems and wanting teachers to stay positive even when these negatives are causing good teachers to leave the profession. We are constantly telling people what the issues are in hopes that changes can be made to make our lives easier inside the classroom only to be met with statements like "we're here for the kids," and "remember your why." I can remember my why and still be real about the issues and want them to be fixed so I'm not second guessing my career choice every Monday morning and Friday afternoon. The last few years, the really good days that make me feel like I'm truly making a difference are few and far between.

Many of the responses mention all of the demands and expectations that are placed on teachers. Statements such as "teaching has become an around the clock, around the year thing" is not the flex that some educators like to think it is. We should not allow it to be so. We should not allow this job to consume us physically, mentally, and emotionally. And it had gotten to the point where if you were not making teaching your whole life and whole identity, then you were failing the kids. I should not have to work another 2-3 hours when I get home as if I do not have friends, families, and hobbies. We keep allowing people to make so many demands of our time outside of contract hours because that is the "norm" when it shouldn't be. I show up every day and work my contract hours. During those hours, I strive to give my best to my students, even when most days, as another teacher has pointed out, many of them are so apathetic I wonder why I work as hard as I do. I love my kids and want them to succeed, but I can't want that for them more than they want it for themselves.

Many of the teachers failed to bring up some of the most pressing reasons why this job has become even tougher over the last few years. Student behaviors are out of control (as evidenced by what we have seen on the news and social media), lack of student accountability, and it seems like numbers (test scores, enrollments, etc) are more important than creating an environment that is actually conducive to learning. Teachers are held to almost impossible standards as if we are miracle workers. The post that really resonated with me was the one by Patrisha Jennings, who talked about how teachers are so overstimulated throughout the day and when we experience frustrations, we do not get to take a break and cool off or have a quiet moment because we have to cover classes during planning or have lunch duty where we stand in more loud areas and police student behaviors. We are expected to put our own mental health on the back burner, all while more is being piled on us. It is unsustainable. And if people keep telling teachers to "do it for the kids" and "think about the kids" then teachers will continue to leave. You can't pour from an empty cup.

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There were many valid points within the article but it left off many aspects of what is actually required of teachers. Many excellent teachers are leaving the field of education due to the increase in expectations in our roles as educators, from nursing, and counseling, to providing one on one education for a classroom of 35 students.
It touched upon the testing scores but didn't specify the fact that while we focus on how low the scores may be, we forget that all these tests take away from instructional time. The more tests we have the less time we have to teach!

One thing I do not think is the norm is bringing work home. If it can't be completed during contract hours, then it will have to wait. I noticed the article mentioned the limited how much work one brings home. My personal time is to refocus and spend time with my own family and focus on my mental health and own interests.

The lack of consistency in policies or clear guidelines for safety is a big part for me. Fearing that we could be "the next story" on the news is a frightening concept. Students are well aware of news stories of school shootings and we practice drills, but very few get to share their emotions about the drills and how it makes them feel to just come to school worried they could become a statistic. Focusing on the whole child and not just them as a test score is the only way to truly help prepare a child for a lifelong of learning and living.

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I agree that the emotional challenges that come with teaching are extremely tough. Especially the expectations. I don't think that this article quite hit on all of the immense amount of expectations that are required of teachers, and I don't think those expectations are reflected in our job descriptions, which is why so many people don't understand what it is like to be inside the classroom. With that said, yes, I remember my "why." Of course. I love teaching and I love the kids, but I also don't 100% agree that my "why" has to hold all of those expectations. I can love my job and love my kids, but I don't think that teaching should be quite such an emotional venture, that's why so many people end up leaving the profession.

For me, the toughest part of teaching is the increased amount of student apathy. Which I find shocking that none of the people in the article brought up. One person brought up the negative media implications, but didn't talk about how that can also affect student apathy. I can make my lessons engaging, I can incorporate cultural relevancies, and modern topics. I can't make them care. When they don't care if you call their parents, or if they get in trouble, or if their phone is taken, or if they get suspended, or if their grade drops, etc., I can't make them care about their education. On some level, we have to take the stress off of teachers and put it on the students. Instead of blaming ourselves for the "failings," why not hold the students accountable for their own apathy? Teachers have BIG expectations of our kids, because we know they are capable of so much. But when society doesn't share those expectations, management doesn't share them, and our state doesn't, what good do our expectations do in the long run? Even the NC Board of Education had a meeting today where they discussed that our NC students aren't doing well on their exams and most of them aren't going to college. It isn't our fault the students post-COVID are apathetic to education, but it's not something us teachers can fix on our own. That's my biggest hurdle and it really amazed me to not see it brought up in the article.

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All of these hit home in some way.  However, what I really struggled with is time, there is so much to do every day.  When do I find time to plan the lessons that work for my very low students or time to plan the lessons that keep my AIG students engaged?  I have been teaching for 13 years and this is my first year in ELA.  To say the least, I am overwhelmed.  Time is always slipping away, planning is taken up with meetings, coverage, and sorting through student drama. We lose time everyday in class bringing the students attention back to the lesson because the are pulled from class, they miss school and even when they are in class they are not there.  The kids are lost in cyberspace.

The kids hate to read so trying to find something that engages them is hard…I even let them pick what we were going to do next.  They looked at the pictures and titles.  So when we started the selection that received the most votes...They were mad because it was a poem.  Many admitted they liked the title and didn’t know they should read or look at the selection before they voted.

The kids don’t care!!  They tell me they have never passed an EOG and they pass moving on to the next grade.  If the i-ready scores are correct I have 7th graders reading on a kindergarten level!  Why have the students passed?  Why do you look back at past grades they are passing?  Why do people create unblocked games so the kids can play them at school?  Why do they create unblocked movie sites?  Why have people created cheats so kids can cheat at i-Ready lessons?

I have deadlines to meet but the kids want all of the time in the world.  We keep giving them chances to catch up because parents are mad they have a zero.  We gave the kids grace during the pandemic but grace has turned into the norm.  No one is responsible for the kid failing…wait for the teacher is 100% responsible for the zeros and the student failing grades.  Not the student that plays games during class, not the parent that ignores all communication until the end of the 9 weeks.  We constantly give them more chances we reset things again and again to give them more opportunities to pass.  Why do we do this…We are scared they will call the principal.  We are scared they will call the Superintendent.  So we bend and give them “grace”

Several years ago I would have enthusiastically given you my “why.”  Today I would tell everyone I need the insurance.  This doesn't mean I don’t try every day to engage them.  This doesn’t mean I only work contact hours.  What this means is that something has to give in the education system.  I just hope it changes before we lose all of the wonderful teachers that we have.

After pouring all of the negativity on to the page and wondering what my “why” would be today. I realize that those of us that are still here care about the state of education.  I know for a fact that my transition into ELA was easy with the help of my principal, the 8th grade ELA teacher, and our coach.  My family has also been big help moving me into two rooms this year.  I know where I need to go even thought it looks like it is far away the support I need is here.  I just need to remember to ask.

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As I read each contributor's responses, I agreed strongly with many of them.  Teachers go into the profession for the love of it and we stay in the profession for the same reason.  However, we don't love everything about it.  It surely is an "around-the-clock, around-the-year thing" as stated.  Teaching truly is like no other profession out there.  No teacher ever has a 9-5 job.  The only time I "turn off the teacher" is literally when I'm asleep, and if you count that I sometimes have dreams about school or wake up because I remembered something that I had forgotten to do, then you really can't even say that it is off while we sleep.

There is so much negativity and misguided notions about our public schools among the general public and sadly among the policymakers.  One of my biggest complaints about our profession is that the people making the decisions about public education are not public educators.  Unless you are fighting beside me in the trenches, don't tell me how to go into battle.

I can relate to the notions of being a teacher "deep down in my very marrow" and working on my own emotional health.  I have never wanted to do anything other than teaching, and I admit that I considered leaving the profession over the past few years.  I decided instead to make a change within the profession, and that was the smartest move that I could have made.  Change can be good for the soul... it was good for mine and I believe also good for my students.  My emotional mindset is better now and that makes me a better educator.

When we PLC this way and we are able to work with our peers and "find our tribe" as one of the article responders said, it really helps with remembering the true purpose for choosing to teach.  It was an easy choice to make initially, but it has been a hard profession to stick with.  In the end, though, I still don't want to do anything else.  Teaching truly is in my blood and it really does make me happy.  I'm here for the long haul and I hope to continue learning from the tribe and improving my methods and strategies every day to make a positive impact on my students.

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I love teaching. When interviewing for my first coaching position, and the others since, I get asked, "Why do you want to be a coach?" I think so many people answer this with, "Because I want to get out of the classroom." I always answer, "Because I love being a teacher."

No, I do not love all that comes WITH being a teacher. But, I ultimately do still love it, and still feel that it is my calling and that I can and will make a difference. That is why I stay and that is why I want to coach. We get so little praise, celebration, thank you, love, whatever. I want to grow into a coach that does that while continuing to focus on student achievement and help teachers become who our students need.

Reading this, I make so many connections but also see people still in the fight. I am so thankful for their words and our GCS teachers who are working so hard to help kids and change our profession.

In this role, I have seen people come in to begin a second career and think what we do is easy... I wish everyone had to be a teacher for a week, even a day!

Education requires a monumental culture shift in America. I am not sure it will ever come... but I choose to remain hopeful, committed, and tenacious.