Yes, I’m admitting it Donny Jr.: there are “loser teachers” out there. They are just not the people you were thinking of in your dismissive and ill-informed comments.
We fear that there is a fine line between the concession of our commanding persona and a chaotic classroom that limits our students’ growth.
I’m also reminded of this humanity when I read a really good book. And, if you're looking for one, Heavy by Kiese Laymon is a really good book.
Trader Joe’s understands that things are a lot better when people are happy. They train their employees to be kind, talk about customer service as a primary purpose, and treat their employees better than most any other grocery store.
The primary job of the teacher is problem-solving. I’ll try to explain, but if you are a teacher and that doesn’t make sense you should quit immediately.
Adequately addressing the issue of trauma in our schools requires much more than awareness. It’s a massive issue deserving of massive attention. It will require a massive investment of time in money in the very places that we have ignored for decades. The wave of concern in public education has never centered around the schools that are most impacted by trauma, but their adjacent suburbs. Many of our young folks are calloused by trauma, and beginning to soften the callous will require an ambitious and layered approach beyond what our schools and 90 minute PDs are currently providing. It will likely require conversation and systemic change.
It is the problem of the island teacher - the hardworking and talented guy or gal that sees the chaos in the hallways and decides to shut their door, maybe even lock it, pull their students in for class, and work like hell to be great in their own room.
I thought I would make teaching look cool; like a tortured, starving artist except with social skills.
It just all seemed like the instructional equivalent of breadcrumbs. There was too much filler, and not enough crab meat.
It seems that we have built a state system that limits college to only the wealthiest students and families.
We need less testing.
We need better tests.
And as always, our mistakes in this area are hurting our most struggling students the most.
We do our profession a grave disservice with sweeping generalizations, blanket compliments, and vague critiques.