Hypancistrus
New member
Michelle Rhee tackles classroom challenges in DC
As a teacher, I read this article with a whole mix of feelings going on in my gut.
This past year I was forced to chose a new school. The school I was leaving was a mid-high affluence community with generally high-performing students. I could have gone to a school similar to it, but instead, I chose a school in my own neighborhood-- a neighborhood that traditionally struggles with maintaining passing test scores, keeping qualified teachers and improving graduation rates.
Being a product of these same schools myself, and a current resident of the area, I felt like I had a better than average understanding of the school populations and community life, in addition to a vested interest in making sure that these schools get and keep good teachers.
What I have discovered since arriving at this school is that the way I run my classroom is apparently a shock to the parents and students. I do not allow my students to have infinite chances to make up work missed while they were present and (supposedly) working in the room. I do not bump 69% to 70%. I do not give last minute extra credit-- if you want the higher grade, you have to earn the higher grade. I give homework and demand that it be completed on time for the next class-- if it is not, you don't get to make it up. In short, I am trying to hold my students accountable for their performance and choices in the classroom the same way that real life will hold them accountable for their performance and choices.
I have had more angry parents call this year than any year prior. I have had more students complain, cry, walk out and use foul language to describe me than any year prior. I have a class that has made me cry several times, that I despair ever being able to reach (27 total students, 14 of whom have a diagnosed learning disorder or other condition covered under special education services) and who on a day to day basis drive me completely crazy! I refuse to give up on them, but damn, it gets harder every day to find that reason to keep going when everyone else is telling me to accept the situation for what it is and move on with my life.
It can be frustrating at times because I look around me at other teachers in my building and they are not getting angry parents calling them up. They don't attempt to contact parents, don't ask them to be involved, don't give homework (because no one does it anyway), don't grade papers or stay after to help students, and they curve tests and quizzes by ridiculous amounts. So I struggle to maintain high standards that often aren't mirrored in other areas, and yet I get paid on the same scale as those taking the easy road. I tend to be an intrinsically motivated person, which is the only reason I keep going many days.
So there is a part of me that says "Hell yeah!" to this article.
On the other hand, I can also understand how teachers unions are a little leery of the proposed changes. Is there a way to fairly and accurately assess the job that a single teacher is doing in a classroom when every teachers class or classes are completely and totally different? Is that feasible? There are few professions in which an adult workers performance is so inescapably tied to the performance of not just one or two, but dozens of other individuals... how do you measure that persons value as a worker without penalizing them for things beyond their control?
In short there were points I agreed with. I think there are a lot of talented young teachers that get thrust into schools like mine, with a challenging group of students, and burn out from the lack of support for meeting those challenges. I myself feel like I, as a fifth year teacher, need additional support in meeting the demands of this classroom, but somedays it feels like the people above me are in no condition to provide that support because they were chosen for their jobs out of convenience or political position rather than merit.
I would love to hear other people's opinions on this (especially other teachers) so please share!
As a teacher, I read this article with a whole mix of feelings going on in my gut.
This past year I was forced to chose a new school. The school I was leaving was a mid-high affluence community with generally high-performing students. I could have gone to a school similar to it, but instead, I chose a school in my own neighborhood-- a neighborhood that traditionally struggles with maintaining passing test scores, keeping qualified teachers and improving graduation rates.
Being a product of these same schools myself, and a current resident of the area, I felt like I had a better than average understanding of the school populations and community life, in addition to a vested interest in making sure that these schools get and keep good teachers.
What I have discovered since arriving at this school is that the way I run my classroom is apparently a shock to the parents and students. I do not allow my students to have infinite chances to make up work missed while they were present and (supposedly) working in the room. I do not bump 69% to 70%. I do not give last minute extra credit-- if you want the higher grade, you have to earn the higher grade. I give homework and demand that it be completed on time for the next class-- if it is not, you don't get to make it up. In short, I am trying to hold my students accountable for their performance and choices in the classroom the same way that real life will hold them accountable for their performance and choices.
I have had more angry parents call this year than any year prior. I have had more students complain, cry, walk out and use foul language to describe me than any year prior. I have a class that has made me cry several times, that I despair ever being able to reach (27 total students, 14 of whom have a diagnosed learning disorder or other condition covered under special education services) and who on a day to day basis drive me completely crazy! I refuse to give up on them, but damn, it gets harder every day to find that reason to keep going when everyone else is telling me to accept the situation for what it is and move on with my life.
It can be frustrating at times because I look around me at other teachers in my building and they are not getting angry parents calling them up. They don't attempt to contact parents, don't ask them to be involved, don't give homework (because no one does it anyway), don't grade papers or stay after to help students, and they curve tests and quizzes by ridiculous amounts. So I struggle to maintain high standards that often aren't mirrored in other areas, and yet I get paid on the same scale as those taking the easy road. I tend to be an intrinsically motivated person, which is the only reason I keep going many days.
So there is a part of me that says "Hell yeah!" to this article.
On the other hand, I can also understand how teachers unions are a little leery of the proposed changes. Is there a way to fairly and accurately assess the job that a single teacher is doing in a classroom when every teachers class or classes are completely and totally different? Is that feasible? There are few professions in which an adult workers performance is so inescapably tied to the performance of not just one or two, but dozens of other individuals... how do you measure that persons value as a worker without penalizing them for things beyond their control?
In short there were points I agreed with. I think there are a lot of talented young teachers that get thrust into schools like mine, with a challenging group of students, and burn out from the lack of support for meeting those challenges. I myself feel like I, as a fifth year teacher, need additional support in meeting the demands of this classroom, but somedays it feels like the people above me are in no condition to provide that support because they were chosen for their jobs out of convenience or political position rather than merit.
I would love to hear other people's opinions on this (especially other teachers) so please share!
