A Hard Day in Response to a Hard Line

Today, February 27, 2012, B.C. teachers worked bell to bell in protest against the looming legislation of a contract, effectively stripping our right to negotiate our contract and work environment (which you know is also students learning environment, right?). It was ridiculously hard for me to do this, and I did so to stand in solidarity with my fellow teachers who are fighting to maintain input in our changing educational environment. It was hard because every day I work a heck of a lot longer than 8:15-3:00. I am a new teacher, 2 years deep, and every day I go to work an hour and a half early and often leave 3 to 4 hours after the bell rings at 2:40. During this time I prep lessons for 7 subjects; mark students work in 7 subjects, giving feedback as well as calculating grades; document conversations with students and parents that have occurred; plan future units for 7 subjects; correspond in email to parents, students, fellow teachers and administrators; reflect and take notes on lessons from that day, and read required professional and subject specific material that will enhance my teaching or my students learning. This is not including the work I have done during the day nor the energy expended on classroom management or student issues in a class where 1/3 of the students have challenges, high needs and/or Individualized Education Plans. It also does not include the marking I take home with me. 

I also have been staying even later than this in the past month, as I have been preparing to be evaluated by my principal for the second time this year, a process that is part of my ongoing professional development and evaluation. I shake my head when I hear people discuss a lack of professional development or lack of supervision in the education sector. My Principal, VP and my other colleagues have been an incredible support to me, and have given me constant feedback on my teaching to help me improve my craft. 

The reality is that teachers do an incredible amount of work that is not outlined in their contract, and they do so in an increasingly technological and social environment that is in flux, simultaneously exacerbated and elevated by a shifting educational paradigm. We work much further than the bounds of our contract every day, yet the government has failed to even tow the written line. We have negotiated contracts before, in good faith, only to have the government turn its back on its promises. Forgive us for being untrusting. I can only imagine the taste in the mouths of older and former teachers, who have fought so hard, lost pay, and more than once sacrificed raises to gain things for students and classrooms, only to be scoffed to the side. 

I often ponder if people understand the work that goes into educating the minds and hearts that will shape our future economy and society. In an increasingly high need and 'technofunctioning' generation of students tuned in to iPods, iPads, iTouches, androids, netbooks, notebooks, iMacs, Facebook, Twitter, DS etc., we need to create intimate learning environments where students can get the personalized learning AND personal attention that they need. How many people in your class had ADHD, ODD, Processing, Developmental delay, dyslexia, dysgraphia, written output challenges, anxiety, depression? Teachers deal on a daily basis with serious challenges, and work together with parents and students to overcome obstacles and develop in these students the skills, habits and attitudes needed to create and pursue opportunities. Classrooms today look a lot different than classrooms 10 years ago. 

I must admit, as I write this I have a heavy heart. I feel uninspired and I wonder what teaching will look like if the government is allowed to takes us down this business model path of education. Can I stay positive and continue to fight this battle to protect our children, the most vulnerable and valuable members of society? I personally am feeling like an ant taking on an elephant. What I know is that we need to protect the learning spaces where students get to interact in a significant and meaningful way with a caring adult and their peers. This means smaller class sizes, excellence in instruction and a shift towards increased value placed on education and subsequently, the people who make it their lives to do this educating. High quality education is a tool for prevention of so many things: crime, teen pregnancy, smoking and drug abuse to name a few. It is also a predictor of better lifetime earnings, higher levels of employments and also serves as the foundation for the creation of informed, socially responsible citizens who may get more satisfaction out of life, enjoying literature, culture, research and maybe even statistics! So tell me, how much do you think that is worth? Now decide if we want to pay the price now, or pay an even bigger price later.