A weekly advice column for K-12 teachers to share the joys, frustrations, and ongoing questions about teaching.
Dr. Kim,
It feels like teachers are expected to go back to the way things were before the COVID-19 pandemic, without recognizing how differently they experience their entire lives now.
I teach at a school for emotionally challenged students and we had really poor academic results last year. Our school was extremely understaffed, to the point where I had to herd all the high school students into one room when others were sick. I don’t blame my administrator or the district—it’s a trickle down effect—but I’m burned out.
Administrators and the district are very focused on addressing learning loss and conducting academic review checks, but that doesn’t seem to be getting to the heart of the matter. This has been most frustrating.
Our youngest students have never had a normal school year and we are seeing increased behavioral challenges compared to other years. As educators, we know what we need to do to support students, but we are asked to prioritize their grades over their emotional needs.
Dr. Kem, I know changes are needed in the system, but how can teachers ensure that the changes being made are in line with what students actually need? And how can we ensure that changes are sustainable when we are short on resources? – Track changes
[Are you a teacher? Submit your question for our advice column here.]
Dear Changes in Pursuit,
You are not alone.
America’s education system was moving with its checker light flashing BEFORE schools closed in 2020. Someone should have stopped and asked teachers what to do years ago. Instead, the push to keep rolling until the wheels fall off was heightened by the pandemic.
Staff shortages and the need for more resources happen every day in schools across the country. Schools need better funding to increase teacher pay and provide equitable resources, depoliticize curricula that provide teacher autonomy, and improve professional development programs.
Education is not a fundamental right under the Constitution. The establishment of education is one of the powers reserved to the states under the Tenth Amendment. We must be active at the state level to challenge legislation that is designed to undermine public education. As educators we have the ability to invite legislators into our classrooms and allow them to hear our voices and our students’ voices.
One thing teachers can do collectively is vote. Every ballot matters, from the local school board and district committee members to the President of the United States. Engage in this fundamental right to create a better education system.
Along with voting, you can ensure your classroom is equipped to meet the needs of your students by participating in social media movements such as #clear list. Teachers and their communities raise funds to ensure under-resourced classrooms receive the supplies they desperately need.
To participate, go to Amazon.com, create an account, and add a wish list of items you need for your classroom. Once your list is created, add it to your profile on platforms like Twitter and Instagram. Then, search for #clearthelist and share your list with other teachers who will amplify it with their followers until your list is cleared. You can also repost other teachers’ lists.
Within the walls of your classroom, focus on what you can control by creating consistency, routines, and patterns for students. Help them understand expectations when they arrive, throughout the day, and when they leave. Focusing on problems instead of solutions makes you worry about what’s wrong with education, instead of what’s right.
Here’s how I keep my sanity and put students’ needs first, even when change is the only constant.
– Every day is a new day. Practice a fresh start policy. Everyone, including the teacher who may have participated in an unproductive act the day before, gets a clean slate. There is no carryover. If the day must start with a restorative circle instead of subjects, give yourself permission to spin.
– Pursue progress, not perfection. Constantly show up for students who are drifting away from their Big Haired Bold Individual Goals (BHAGs). This teaches them perseverance to complete even the most difficult task. The old saying goes, “how do you eat an elephant?” One bite at a time.
– Look for ways to make a positive impact. There are children whose home life is less than ideal. What makes us cry is their rate. Honestly look for ways to plant the seeds of greatness without being condescending.
I painted “Intelligence is your birthright” and “Today, I will walk in my strength” on my classroom wall. I’ve had to explain to a surprising number of high school students what these two phrases mean.
A difficult part of our job is to help the people around us understand how life is an opportunity to pursue greatness. We show them when we positively transform our school communities.
Following the changes, things are different now. While we can’t go back to the way things were before the pandemic, and in reality, they weren’t much better, focus on the actions you can take with the teaching community and what you personally can control in the classroom.
Thank you for writing this letter. Composing your thoughts is the first step in helping other teachers who are facing similar situations.
I want to encourage all educators to use their voice. I’m here. “After the Bell” is here.
We can unite in the power of our collective voices.
Dr. Kem Smith is from Chalkbeat first advice columnist. She is a full-time 12th grade English teacher at St. Louis, Missouri. Submit your question to Dr. I have through this submission formand subscribe to How I Learn to get her column in your inbox.
If you have an objection or additional advice you would like to share Tracking Changesplease email [email protected]
