I am what they call a “planning teacher,” which means I am always teaching the students from other people’s homerooms, when their regular classroom teacher is doing his or her planning. At the moment, I work with four different groups of students in Grades 4 to 6.
This job means that I get a unique perspective, and work closely with several different teachers at a time, who inevitably have different styles. I’ve learned a lot from my co-teachers over the years.
Today I’m feeling grateful for them. For all the teachers I’ve worked with who are hardworking, innovative, caring, and constantly learning – and believe me, that is the vast majority of them in my experience (no matter what the fabrications written by “journalists” at the National Post might say).
It is a privilege to be able to work with people who inspire me every day. I am always looking for ways to improve my teaching, because that is what the professionals around me are doing, and they are doing it no matter how tough things get.
And they do get tough. This is for a whole other blog post, but suffice it to say that, even in just the decade I’ve been a teacher, I’ve noticed a difference in the level of difficulty – not so much in the curriculum (although that is a factor), but in the needs of the kids. On the whole, at least at our school, we are teaching kids who have shorter attention spans, higher levels of anxiety, weaker coping skills, more learning disabilities, and lower capacities for self-regulation. Managing behaviour has become a primary focus of teachers across the board, and Educational Assistants are widely overworked.
It does bother us to see this, and to have so much of our time and stamina used for the explicit teaching of appropriate behaviour when we’d so much rather be teaching our subject matter. Sometimes it drives us bananas. Sometimes I resent spending so much emotional energy and patience on other people’s children, leaving me less for my own children. Sometimes I am discouraged because, no matter now good I am at my subject or the act of teaching, the disciplinarian role does not come naturally to me and requires inordinate effort – and what’s the point in that?
But then I look around, I see the strength and talent of my colleagues, and it makes me want to try harder. I see their classrooms, full of neat ideas. I hear their stories of how they’ve dealt with the hard situations and kept at it. When things aren’t going well, I see them create new strategies, overhaul lessons and units, research best practices, pick each other’s brains, brainstorm new angles, and muster their determination to get results.
I also see them constantly doing things to improve school life for the kids. Assemblies (like yesterday’s), clubs, teams, field trips, special projects, enrichment activities, and on and on.
Yes, they also vent their frustrations, behind closed doors. (If we didn’t do this, we’d all implode.) But even in the midst of conversations about the most difficult students to teach, there is caring and compassion and actual love. That’s what drives the practice. We are all very aware that the more a child drives you crazy, the more likely it is that s/he’s got a story that would break your heart.
I’m grateful every day, but especially on the really hard days, for the many teachers who have motivated and uplifted me with their amazing work since I came into this profession. Makes me wish I could go back in time and be a student in their classes.
And since we’re on the subject, please take a look at this article about one of my extraordinary colleagues, who is being awarded for her teaching – and I can say in all honesty, nobody deserves it more. She simply rocks the classroom.
And while we’re at it, here is one more article about another wonderful teacher I’ve had the privilege to work with. Again, honour thoroughly deserved.
Teachers: love you.