I wish I had a picture of their room from when they started, just so they could compare it to today’s classroom. Do you think that might help some of them understand that changing up some of those lessons might be a good idea?

I don’t know how much happiness I expected the public school system to provide me but I know I never anticipated I’d find success and frustration tied so tightly together. The better I get at this job the more I feel displaced.

I don’t know what that means but I’m trying as much as possible not to think about it.

Perhaps I didn’t make myself clear over at NYC’s place. I certainly don’t think you “oughtta” move on (and never would I call you a malcontent). But, we work in the public realm (I just read Chris L’s excellent characterization of our world as an externality in a capitalist system..it is indeed); the incentives and structures that define the system are entirely different than the world of work and investment for private profit. Those considering a long and successful life in public education should at least think about what that means in terms of career expectations and trajectory and what they personally need when it comes to motivation and fulfillment (Chris L again says this much better: “I also don’t feel the need to place or define my job in the market forces of today…”). I certainly did–long and hard–before I decided to leave the private sector and begin life as a public school teacher. And I didn’t have to embrace a self-image of glorious martyrdom to find happiness and success in the classroom. I do have a handful of wonderful colleagues who I co-plan with, observe other teachers as often as possible and invite my teacher pals to sit in my class whenever they want. We are constantly experimenting, revising, throwing out and bringing new stuff in. We’ve never had an efficient formal structure teaching us how to do this…we just do it and as a result I have never felt isolated or stagnant—anything but. Maybe I’m lucky, but I also think how I view my job and my colleagues goes a long way too.

None of this means I am complacent about what the system needs to better value our work and the needs or our students. I could argue for days on these issues and often do (I am quite visible around these parts on state and local issues—the value I place on political action and active citizenship is but one reason I would fight tooth and nail to preserve tenure).

But given the realities of the public system we have chosen to work in (not to mention the huge political and economic reckoning we’re facing on both the state and federal levels, which will severely constrain the scope of future ed reform efforts) it is up to you and you alone to consider whether it is one that gives you whatever you need to continue.

I for one would love to work with you or at the very least share a beer to decompress.

Maybe I’ll step into that fray. You seem to have absorbed all available abuse, though.

http://nyceducator.com/2007/12/dont-blame-tenure.html

I do have to agree with H that public perception of teachers is as much or more of an issue as salary. It’s a job that is difficult to completely comprehend unless you’ve actually done it.

Loving the posts about each of the sessions. Thanks for sharing!