Nathaniel Sweet, the former HCPS legislative intern, current Political Science major at the University of South Florida, and guest author of Shifting the Discipline Discussion, returns with this short reflection on differentiating between behaviors and, ultimately, what the fundamental challenge is behind behaviors at certain schools here in Hillsborough and across Florida.
I think that when we talk about our approach to student behavior, we need to make a distinction between different levels of behavior problems. If we’re talking about a student who gets in an altercation with a friend over some personal drama, or a student who’s trying their best but gets frustrated and acts out, those are textbook restorative justice cases. That’s all about developing grit, empathy, compassion, and conflict resolution.
Cases like persistent discipline problems, or violence against school staff, or major destruction of school property–those are different issues entirely; they fall well outside of reasonable expectations for classroom management. However, I still think that it’s unwise to use suspension in these cases. Instead, I think we should re-think referrals, not in terms of suspensions, but in terms of a referral you’d get from your general practitioner to see a specialist. More on that in a second.
Like you mentioned in our last conversation, it seems like the worst behavior problems are concentrated at extreme ends of the income distribution. Some of the wealthiest kids feel like they’re invincible, while some of the poorest kids feel like they’re invisible. The former think they can get away with stuff no matter what, while the latter believe they’ll be punished and pushed out no matter what. Entitlement at one end, disillusion at the other.
And in some ways, they’re both right. Very few rich suburban white kids end up poor later in life regardless of what they do, and the inverse is true for poor urban and rural kids. Your home zip code is a much stronger predictor of whether you’ll get caught up in the criminal justice system than your actual propensity to commit a crime. All the while, the animating force behind these outbursts tends to be something deeper & outside of the classroom–after all, disruptive students are very much in the minority.
When it comes to the poorest kids, then, I think that disruptive students need referrals in the sense that they’re sent to three resources: a) a counselor, to help them unpack their feelings about school and why they act out; b) a social worker, to uncover the bigger problems they face that might be driving their behavior; and c) an ombuds, someone who they can trust and rely on to advocate for them in creating a plan to get them back on track.
Critical to this framework is that it recognizes the seriousness of the student’s misbehavior without inherently criminalizing or pathologizing them. It approaches the student with curiosity rather than presumption, hopefully helping to re-build trust. Of course, that can only begin to happen if district leaders work with teachers and school employees to demand more funding from Tallahassee, but it always goes back to funding and leadership anyway, doesn’t it?
As a broader matter, I think that there’s a strong role for educators to play in movements advocating for policies that combat income inequality and child poverty. Rich kids wouldn’t feel like they were above the rules if we didn’t have an economy that concentrates such a huge amount of wealth and power in the hands of the few.
More importantly, however, we wouldn’t need to invest so heavily in wrap-around services like healthcare, nutrition, and mental health for low-income kids if those things were guaranteed as rights by state and federal governments. We wouldn’t need to worry about homeless students if cities and agencies guaranteed affordable housing, either through subsidy or public provision. We wouldn’t need to worry about students coming to school unprepared or without supplies if their parents had stable full-time work that paid a living wage.
To put a finer point on it, maybe the solution for helping poor kids learn is just to make them less poor.
As always, if you are interested in writing a guest post for the Teacher Voice blog or appear on the podcast to discuss the issues, please email me at firstname.lastname@example.org. Thanks for reading and sharing with others, everyone!
Luckily, however, in a flash of insight on a local college campus one early June morning many years ago, she realized that becoming a teacher and helping “her kids” (of which she is now mother to approximately 43,000 of them) was what she was meant to do. In this engaging conversation, Heidi and I discuss her rise from elementary classroom teacher, to early education college professor, to deciding to run for Superintendent of Marion County Schools during a casual conversation with friends. Sharing some of the recent successes and challenges in Marion, Heidi and I also discuss local control through textbook adoption; fending off challenged books in school libraries; and how much students are stressed out by all the testing yet continue to make gains.
If you’d like to learn more about Dr. Heidi Maier and Marion County Schools, click here. As always, thank you so much for listening to this episode of the Teacher Voice podcast. Please share if you know others who may be interested and enjoy your week!
This episode of the Teacher Voice podcast features Seth Federman, a product of Florida public schools who has studied at FSU, Harvard, and is currently working on his doctoral degree with a focus on mental health issues surrounding education, making this an important and timely follow up to last month’s conversation with Bianca Goolsby.
Seth first came to my attention when he asked to write a guest post for the blog, which was “Band-Aids for Broken Bones“. His second post, “PTSD and Teachers“, clearly resonated with many people considering how much people read, commented and shared. So when Seth asked to be on the podcast I figured this would be the perfect time to discuss what so often is never talked about–how teachers are often left to deal with their own stress and resulting mental health issues with few to no supports.
Please listen to and share this important conversation with others, especially fellow educators who may be struggling with these issues.
Seth also asked that I share the following articles, some of which are referenced during our discussion:
Originally intended to be comments read to the board, it became clear that they would go beyond the three minute limit. If you prefer to listen, click play; if you prefer to read, see below.
For the better part of 25 years I have spent much of my time reading philosophical and sacred texts from around the globe. If you read the parting letter I gave to my seniors that I sent you last week, you now know how much those twin pursuits have shaped my principles and perspective. I had the good fortune to revisit one of my favorite books this past spring, Marcus Aurelius’ Meditations. Over the course of a month, I met with a small group of interested seniors for us to deliberate that week’s readings; we all grew so much from the dialogue that emerged from his wise words, which is why I hope you consider the ones I share in the following open letter:
“The impediment to action advances action. What stands in the way becomes the way.”
We currently have two major impediments that can no longer be ignored: bad behavior and lack of literacy. We must address these challenges head on, out in the open, and that begins with real leadership.
I spoke about the need to bring other leaders into these important, challenging conversations, starting with the teachers and ESPs who are willing to roll up their sleeves and get their hands dirty for our kids. But we need all leaders who are willing to help in these critical endeavors. Every elected official in Hillsborough, whether municipal, county or state. Every business owner who can help provide goods and services for our most disadvantaged citizens, especially those with children in our schools. Every caring community member who simply wants to volunteer, mentor, or help our students in whatever way he or she can.
But when I say we need leaders, we need real leaders. Real leaders aren’t afraid to admit they don’t have all the answers. Real leaders aren’t scared to admit when they’re wrong. Real leaders know their strengths and weaknesses, often surrounding themselves with counselors who will enhance the former and mitigate the latter. Real leaders listen and respond with, as my good friend Ernest Hooper recently wrote, honesty, transparency, and empathy.
Yet all of this begs the following questions—and I leave them for each of you to reflect upon individually—Am I a real leader? How do I exemplify these attributes? In what ways have I not lived up to these traits and how can I improve upon them?
And though you can continue to reflect upon those, let’s drill down to more specific questions of leadership:
Where was the leadership in addressing the growing chorus of concern about student behavior, much of which had been documented, discussed, yet met with no action?
Where was the honesty in the empty promises made to teachers like Bianca or others who were told it would get better?
Where was the transparency in the way these discipline issues were so often swept under the rug and out of public consciousness, thereby simultaneously hiding and exacerbating the problem in the process?
Oh, you can shut the cameras off to answer that one if you’d like.
Most importantly, where was the empathy when a two time, highly effective teacher who became a team leader at the end of her first year quit out of frustration with a toxic school environment?
Real leaders—the wise ones who seek to serve others through their actions—would have tried to understand her perspective, spend a day with her shadowing the classes, walk her walk, so to speak. Instead, some “so-called” leaders actively called around to every single media outlet on both sides of the bay, trying to spin the bad press into another “disgruntled teacher walks away” story, even going so far as to reveal the fact that she still had not passed her General Knowledge exam. Even saying it aloud now makes me shudder at how reprehensible those unethical actions were, especially in light of what Bianca had been through and how much she impacted her students in those two short years. It is difficult for me to convey how deeply disappointed in our district I was when I learned of these facts.
As my friend Marcus reminds us all, “if it is not right, do not do it; if it is not true, do not say it.”
The simple truth is that there are many, many aspects of HCPS that are good and positive. We have a lot of successes in a lot of different areas, and no one will deny that. We should continue to share and celebrate these stories with everyone. But we also need to share our challenges. They are part of our story as well, and to deny them tells an incomplete tale that unfairly marginalizes the daily, negative experiences of a sizeable portion of our students and employees.
We have to do better for them. We have to do better for us all.
With regard to behavior, what we need is simple. Fidelity to the student discipline plan currently in place on the district’s website. Though Faye Cook has retired, she wants me to remind all of you that student learning conditions are teacher working conditions. By applying the current student discipline plan with fidelity and uniformity across the district, we can take the first meaningful step in the right direction. But that means district admin has to stop telling site based administrators to hide or play down discipline issues.
If we have any hope at really addressing the behavior issues, it will mean actively taking a stand against them and having consequences for students. No one is advocating a return to the draconian measures of the past in which disproportionate number of African-American and Hispanic students were suspended for minor infractions, but the pendulum has swung so far to the extreme that there has to be a middle ground we can occupy that allows teachers to do their jobs while educating the vast majority of students who are in those same classrooms and genuinely want to learn yet cannot due to constant disruption.
We claim that we are preparing students for life, but does life not have consequences for our choices and actions? It stands to reason that it does, and while people will point to the studies claiming the school-to-prison pipeline is filled with students who were often suspended, I would argue our current implementation of the student code of conduct very well may lead a number of our students to the same end. Once they graduate and have turned 18, do you think the police officer or sheriff’s deputy is going to simply give him or her a verbal warning when the kid makes a major mistake? Nope. That world is very black and white, and what we are instilling in many students is that teachers have no authority at all and that they can treat adults with impunity due to the lack of actual consequence.
And while we’re talking about prisons, I once read that some of the for-profit prison chains—yes, America in its unfettered love of capitalism and desire to turn every facet of our existence into a commodity has for-profit prisons too—use 3rd grade reading rates in their data analysis to decide where to build their future houses of incarceration. So how to do we fix the reading issue? Surely a half million dollar consultant won’t be able to solve this, but our entire community can if we all work collaboratively, starting with something as simple as a reading awareness campaign. Our culture is awash in signals that constantly extol the virtue of screens. Kids need to have adults from every avenue in their lives reading books, newspapers, magazines or any other print media and then have conversations about what they are reading and why.
As teachers we all know that we are role models for lifelong learning. But our kids need to see this reinforced in other ways and by other caring adults. We could get signs up on billboards; local celebrities to read bedtime stories to kids and then post them online; we could have a social media hashtag campaign such as #WhatAreYouReading? as suggested by Marlene Sokol; we could have more high schoolers reading with/to elementary kids like Crest does with its Trendsetters club. Surely these simple suggestions can be the initial steps in building a Hillsborough wide culture that will positively impact all of our students. There are so many ways we can approach this via a grassroots effort by the entire community.
Let’s figure out how we can get these conversations going. Let’s put out a call to action for all the real leaders in our community to help us address these issues. But first it will take admitting we have our own challenges. Just like any family that has disagreements from time to time, we all need to recognize that we’re in this together and have to do what’s best for the entire group—especially the children.
In closing, I would like share some final words from my good friend Marcus. I carry a token in my pocket as a reminder of these words, and I reflect on them frequently. The obverse of the coin is a depiction of Arete, the goddess of virtue with a phrase from Cicero that reads Summum Bonum, symbolically representing the Stoic ideal of living a virtuous life as the “highest good”; on the reverse, however, is another quote from Aurelius’ Meditations: “Just that you do the right thing. The rest doesn’t matter. Cold or warm. Tired or well-rested. Despised or honored. Dying or busy.” Let us all keep these words close to our hearts and minds as we move forward in unity to solve these twin challenges so we can provide the very best education for our students and their future.
This guest post was written by Nathaniel Sweet, a University of South Florida student majoring in Political Science with a minor in Education. He spent this spring semester working as a legislative intern for the Hillsborough County School Board, and he sent this to me via email. It has been published with his permission, and I hope that you read and share his perspective with others. We will need many, varied voices sharing possible solutions once the difficult discussions about what needs to be addressed in HCPS begin.
I wanted to offer some items for consideration in terms of the discipline problems that the Hillsborough school district has been facing. Obviously, I’m not a classroom teacher, and it’s certainly not my place to judge what teachers decide are the working conditions they need, especially if they work in a Title I school. They’re the professionals, so I’d trust their judgement more than anybody, especially when it comes to day-to-day issues of classroom management.
But I wanted to try to shift the conversation around these issues, because I think the district’s discipline problems go deeper than their handling of referrals. I personally believe that initiatives like SEL, PBIS, and restorative justice are absolutely important reforms, but that the district’s implementation of these programs has been ham-handed and insufficient. Time and time again, it seems like teachers are required to incorporate new and contradictory requirements into the classroom, without a reduction in other obligations and without the necessary groundwork on the district’s part.
A truly effective restorative justice program requires more than a few units of PD and a hard requirement to reduce referrals. It takes an institutional lift, and a comprehensive roll-out across multiple cohorts of students. By the time a student with discipline problems reaches the secondary level, those habits are set pretty firmly. It’d take a lot of time, resources, and focus to get one of them brought into a restorative justice framework, resources that our schools just don’t have. To me, it seems like the most viable way get it right is to work comprehensively and start early. Instead, the district moved under outside pressure to pass the buck onto teachers and principals.
Make no mistake, I think that disproportionate discipline, particularly against low-income students of color, is a nationwide problem and a serious driver of the school-to-prison pipeline. Implicit biases among teachers and administrators likely plays some role. After all, we live in a country where racism and classism are our cultural base temperature–an inescapable artifact of our history. But focusing exclusively on implicit bias shifts the burden onto individual educators, when the biggest factors driving these outcomes are systemic. It’s a direct consequence of bad policy.
Take, for instance, the role of high-stakes testing. It’s obviously in the interest of teachers and students that kids are well-behaved in the classroom. But the pressures of high-stakes tests amp this up to eleven. Suddenly, the teacher’s livelihood (and the school’s very existence) is on the line, and that means maximizing the amount of time devoted to the standards. Whereas additional time could previously be used toward something like SEL, now there’s a very strong incentive to push disruptive students out of class.
This same high-stakes testing culture, alongside defunding at the state level, forces districts into a defensive crouch. Long-term questions fall to the wayside and systemic changes become impossible, because the most important questions become the current year’s test scores and the next year’s budget. Any additional policy changes will be highly reactive instead of proactive, and will likely be under-resourced.
It took civil rights complaints to institute PBIS, and now that the district has made facial changes to keep critics satisfied, they have a strong incentive to wait until the next crisis to do anything different. It would be easy to blame district leaders for this holding pattern, but the truth is that this is the incentive structure our state and federal government have created: anything other than money and testing is a secondary question.
Meanwhile, at the classroom level, it’s apparent that teachers are expected to fulfill completely contradictory goals. We make it difficult to suspend disruptive students, yet we leave in place the incentives to push them out. We add additional requirements for things like SEL, yet we still expect teachers to devote full time to the standards. We want students to be well-behaved and interested in course content, yet we make curricula extremely regimented and boring. We set up an already pointless game of standardized tests, impose requirements that make it harder for public schools to compete, and then punish public schools for the ensuing results.
At the end of this pipeline is an underclass of burnt-out teachers and disenfranchised students. In the presence of high-stakes tests and in the absence of proper funding, at-risk students have nobody to give them the time of day, even as overworked teachers and counselors try their best. From an early age they’ll stare down the barrel of a life marked by poverty and prison, calling into question the value of school altogether. The testing culture and zero-tolerance will condition them from elementary school to view learning as irrelevant and school authorities as hostile.
And yet, because the policies are set, the budgets are thin, and the test scores are essential, the only reform that districts can muster is forcing those kids to sit in a class they don’t want to attend, while making it impossible for the teacher to engage them. We’ve allowed the “education reform” movement to turn students and teachers against each other, when true learning requires them to work together.
The solution is not to go back to pushing kids away. It’s to move forward in bringing kids in. To that point, restorative justice and high-stakes tests simply cannot coexist, period. Restorative justice is about empathy, cooperation, and shared responsibility. High-stakes “accountability” is about exclusion, competition, and blame.
Again, this is just the perspective I’ve developed from my own learning and experience, but I think it offers a pretty comprehensive view of the problem. Certainly teachers, principals, and district leaders have some level of responsibility in these issues, but time and time again their hands are tied by systemic problems, most of which come down from Washington and Tallahassee.
If you enjoyed these insights from Nathaniel Sweet, you can find him often posting in the Tampa Bay Times’ Gradebook forum on Facebook. As always, if you are interested in writing a guest post for the blog, please email me at email@example.com. Thanks!
As of today, Bianca Goolsby no longer works for Hillsborough County Public Schools. Approximately two weeks ago her blog post was published as a guest column in the weekend edition of the Tampa Bay Times. The piece generated a lot of discussion on social media with many, many teachers from schools all across the district and state lamenting the lack of discipline in Florida’s schools. As noted in my own blog post, although suspensions are clearly on the decline, students and teachers alike are suffering the ramifications that include a self-perpetuating cycle of emboldened misbehavior met with leniency.
I will warn listeners of this episode that what you hear may disturb you. Bianca clearly pulls no punches about what is wrong with her school and how she tried to generate a conversation for how these issues could be met head on in a proactive manner, only to receive lip service with no follow up–if she even got an answer at all. I spent much of the conversation listening as she poured her heart out, occasionally speaking with tears in her eyes while conveying the concern and love she has for her students.
Please listen and share this important conversation with others. Bianca’s words are a powerful testament to the challenges numerous teachers face on a daily basis, and underscore the need for a long overdue conversation for how we can address these challenges head on. And, if you can make it, please join Bianca, myself, and others at the next HCPS School Board meeting at 3:30 pm on Tuesday, June 11th at the Temple Terrace Town Hall.
If you’d like to read some of Bianca’s former students’ stories she talks about during the podcast, you can click the “Student” links below:
If we asked teachers at some of the most challenging schools in our district, many would share her perspective and know that the events Bianca describe are an all too common occurrence at a number of our schools. And for those who would doubt the veracity of her claims, the data from her peers clearly back up the assertions she makes. But what about at other schools across HCPS?
Numerous anecdotes from fellow teachers at other sites lament how bad behavior has become at their schools. It seems that in the last 6-7 years especially, the words and actions of the most unruly students have only grown steadily worse while the actual repercussions for these students seems to have an inverse correlation. Here’s what the data has to say:
A decade ago, there were 191,965 students enrolled in Hillsborough. Out of those students, 7% (about 1 out of every 13) served an out-of-school suspension, and roughly 16% of all students (close to 1 in 6) were sent to in-school-suspension.
Last year, however, when the district enrolled 211,959 students, there was a slight decrease to OSS, with only 5.7% of students staying home for various reasons; in-school suspension had a drastic decline down to just under 7%.
While all of this data is publicly available here, it would be interesting to dig into these numbers to see the actual length of suspensions. When I first started teaching 15 years ago, fighting was a zero tolerance issue. The aggressor was sent home for 10 days, and the other combatant received 5 days. Now principals have to beg their bosses just to give a kid two days out of school for very serious offenses.
So have students gotten better over the last decade, or are school districts throughout Florida simply not reporting incidences so as to reduce the number of them on paper?
All of this combined ultimately strikes at the heart of the issue–when students receive little to no consequences for their actions, they are emboldened. We now live in an age in which teachers themselves are physically attacked by students, which is an indictment against our entire culture that also shows how little we respect teachers as caring adults who only seek to serve our students in the community.
Bianca shared many details during our conversation yesterday, and they echoed many of my wife’s experiences in Renaissance schools during her first 12 years teaching. In her final year at one particular inner city middle school, she was attacked by a 6th grader who was swinging his backpack at her (she was luckily only hit with straps) while stomping through the classroom breaking things including a favorite picture frame that included our wedding photo on her desk.
He was “talked to” by administrators, but otherwise received no consequence. Destruction of public property and attempting to injure a teacher = “don’t do it again” finger-wagging.
What the district needs to focus on–especially at the secondary level where these issues pose real challenges to the learning environment–is to develop a uniform discipline policy that has immediate consequences that scaffold upward depending on frequency and/or severity. At my school, for instance, our principal still does old fashioned “lock outs”; when students are tardy, he gets on the intercom and asks students who are not in the classroom to come to the elevator. From there, an administrator gives the kids a red pass to notify the teacher as they return to class, and the student in question picks up trash the very same day at lunch. After a couple lunch details, it escalates to ISS. The result? We had 59 total disciplinary incidences last year, whereas many other high schools had well over double that amount.
There’s also an issue of “disappearing referrals,” a seemingly all-too-common occurrence in certain challenging environments. Whether the principals at these schools perceive pressure from downtown or if they have been actively given orders to delete discipline referrals from the system is unknown. But many teachers have reported this practice of either acknowledging the referral way too late so that the consequence is completely decoupled from the action, by never doing anything with them at all, or, in some cases, having these deleted from the system altogether.
This has become a massive issue that needs to be rectified. Rather than “gaslighting” whistleblowers such as Bianca Goolsby, we need to all work together to devise a plan that is fair to all parties involved. While there was clearly a need years ago to adjust disciplinary measures due to the disproportionate amount of African-Americans and Hispanics being suspended, the pendulum has swung so far in the other direction that we are bordering on sheer pandemonium at some schools. All students need to be in school, and trying to keep kids in school by suspending them less is noble but clearly has had unintended consequences.
We need to address this issue rather than hide from it. The unruly behavior at some of the most challenging schools is certainly hastening the flight to charters in our area, and more parents will probably avail themselves of the new scholarships to attend private schools if they can. Why? Because bad behavior is still not tolerated in these places, and students who disrupt the learning or potentially harm others are kicked out altogether. The sooner we begin open and honest conversations involving the entire community for how we can serve Jennings or any struggling school in Hillsborough, the better it will be for everyone affected by these negative behaviors.
This month’s guest post is the second by Seth Hopkins-Federman, the teacher and current doctoral student who wrote “Band-Aids for Broken Bones“.
It was a headline many weren’t expecting nor were aware of. One day scrolling through Facebook I happened upon an article titled: PTSD and Teachers. I looked at it with a puzzlement—isn’t PTSD usually associated with combat veterans or those involved in high impacting trauma? The inconvenient truth is now teaching as a profession is listed under the causes of PTSD.
In reviewing the research of teachers with PTSD, the findings are limited but the reports and studies that have been done are eye opening to say the least. As I last wrote, mental health professionals were seeing an increase of depression within educators but a truly disturbing statistic is that teachers diagnosed with PTSD has risen since the early 2000s, but the data is inconsistent due to the fact teachers are afraid disclosure will lead to job loss. The main culprits? Student and administrator behavior.
It’s becoming an everyday occurrence where you will see a video pop up of a student attacking or berating a teacher. The experience leaves behind scars that may not be just physical. Many teachers report being assaulted, emotionally abused, and left without the tools to deal with the trauma. But perhaps the most confounding statistic was the PTSD caused by fellow teachers and administrators. While we may view Horrible Bosses as a cautionary tale of corporate greed and power mongering, the research shows that a leader’s actions can have a profound effect on whether or not a teacher continues his or her career. It begs the question: how has adopting a business culture in a career centered around fostering relationships harmed the people in the profession?
As a writer, you’re often told not to put yourself in the story; however, this does hit home as I suffer from PTSD from a childhood trauma. While the details may sound like they’re from a Lifetime movie, it has taken years to properly deal with the triggers and furthermore understand the place the trauma has in my life. But notice how I said years. Some case studies show that teaching induced PTSD is never given the true assistance it needs. Teachers report that the recovery time allotted is usually told to be a day or overnight. We have to be the experts when dealing with student trauma, right? It’s unrealistic to expect that an employee can turnaround on a dime in regards to dealing with these events. This area of research is still relatively new but given the rise of cases and the recent influx of social media examples, we may soon be dealing with a new part of the teacher shortage epidemic.
Are you an educator looking to share your perspective? Teacher Voice welcomes guest posts on any topic/issue related to our profession. If you’d like to write a post, please email it to firstname.lastname@example.org. Thanks!
The second guest post of 2019 is finally here! This is a brief bio of the author:
Seth Hopkins-Federman’s career as a teacher started as a way to make sure he wasn’t a starving actor. Through the years, he has taught English and Reading at several different levels and has presented at both state and national conferences. He has finally found a way to substitute his love for the stage with a profound and passionate love for the classroom. He is currently working on his doctorate in Education Leadership with the goal of becoming a striving force in education reform or finding a way to successfully pay off all of the student loans.
It’s not like you haven’t seen the meme splashed all over the walls of Facebook:
A parent is eagerly trying his best to get a loved one to school. After the frequent tries he finally exclaims, “but you have to…because you’re a teacher!”
Jokes aside, the social emotional piece that is missing from our schools lies not only with the students but with the teachers as well. In the past decade, social health services for teachers have seen an increase of 40% intakes since the implementation of Common Core and higher accountability measures related to evaluation. While it hasn’t been confirmed, there are new suggestions in the data that teachers have been more prone to suicidal thoughts than dentists who are regularly thought to be the profession with the highest suicidal thought capacity. In reviewing Maslow’s hierarchy of needs, it doesn’t take a scientist or psychologist to see something is not being met. The question is why aren’t we talking about it?
In doing my research, I have found that teachers aren’t necessarily leaving the profession for the common reasons we think. In a review of some of the major strikes in the 2000s, most teachers said pay wasn’t the base need. Instead, it was respect and validation. Can this truly be matched with a pay increase? Research suggests it might, but it deals more with the organizational culture and the approach to how problems are dealt with. We all know that the teachers’ lounge is where we go to kivelt (as my grandmother would say) about our students. But the conversations go from kivelting to beotching (as my second graders in Brooklyn would call it). The conversation doesn’t move to productive solutions just constant complaining. So who’s to blame? Or better yet: why do we need to blame?
It education is going to continuously fall into the cycle of broken bones mended by Band-aids, we have to recognize that our Band-aids are blame accusations and not proactive solutions. Districts need to recognize that class sizes are marring actual learning, school leaders need to be transparent about the way school discipline works, and teachers need to learn more about deescalating than aggravating. This all comes back to a simple social need that all sides are forgetting: validation. Let’s all validate the obvious: this is a tough time to be in education. The phrase lose-lose is unfortunately becoming way too common place in decisions by any stakeholder. Research suggests that if education is to improve, the blame game needs to stop and validation needs to begin. If we can’t begin that cultural shift, it doesn’t matter the test scores or suspension rates, public education will soon see it’s broken bones evolve into organ failure and, ultimately, death.
To use the current lingo of the kids, this episode of the Teacher Voice podcast is LIT! Considering this is episode “42”, I knew I wanted to sit down with my great friends, Art and Rob, who are English teachers at my school. We talk about why we love literature, its value in today’s day and age, as well as some of our favorite authors and poets. Please listen and share with other teachers or fans of literature in general.
Thanks again for listening, everyone, and have a great week!
And here’s the brief clip with Jack Ma, CEO of Alibaba, about how and why we must change our education system to focus on what makes us uniquely human:
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