Six Years Down

My sixth year of teaching is complete. Like every year, I learned more than I thought I would. That is, really, one of the most incredible things about teaching — how you can keep learning new things, learn more about how to do your job, learn more about students/teenagers and their parents, learn more about how the politics of education really work, and learn more about yourself.

Overall, it was a good year and I did a good job. I only took one day off, my students learned a lot and became better students and better people, I taught two new classes that I had never taught before, I helped design the new economics curriculum for the district, I learned some important lessons, I sharpened many skills, I received many letters of thanks and appreciation from students, and I feel more ready to continue the daily battle.

Now, I will say, with some (not much) guilt, that I did my fair share of complaining with colleagues this year. This was the year, after all, that teachers across the country put their foots down and said, "I've had it." The many walkouts and strikes should serve as a pretty big wake-up call to the clowns and crooks who make education policy while lacking the requisite experience in education. It should also serve as a wake-up call to the everyday American, the one who thinks that teachers have it "easy" because we "get off" at 3:30 and have summers "off." Once again, as I've said numerous times, come to my classroom for one day. Come see how it really is.

My colleagues (without whom I don't know if I would have survived this year, actually) and I vented daily about the countless injustices in education, the lack of awareness of our administrators and the instructional superintendents who tell them what to do, the plight of teachers fighting against the students' apathy and phone obsessions, the goofy things students did or said in our classes, how much we have to deal with each day, and how, despite all of this, people still don't give us the respect we deserve. We also frequently talked about our good students—the ones who give us the hope to continue—and successful teaching strategies. We shared funny stories and helped each other with ideas. We made each other better and kept each other afloat. I owe so much to Mr. T and Mr. M, both of whom will not be returning to my school next year.

This year, as I was growing increasingly frustrated with my school's administration, I came to the realization that I don't even work for them. Technically, the principal is my boss, but only technically. I don't do the work I do for him. I don't go in each day and think, "Well, I need to make the boss happy today." I do it for my students, for society, for me. 

I am the boss of my students. I like being the boss. And, as I have realized, I am my own boss. No one makes me go home after an exhausting day and do more work until 10 p.m. No one makes me work all weekend. I do it because I believe in what I'm doing. Yes, of course, I kind of have to to succeed at my job, but I don't do it for the principal. I don't have ill feelings towards him or the assistant principals; it's just that in my way of thinking, I am the only boss that I need.

Now, to shift gears, I will once again urge any parents that may be reading this to limit your kids' screen time and MAKE THEM read actual books. If your child is not reading at grade level by the end of third grade, statistics show that he/she might not ever catch up (and, according to those same statistics, will be more likely to commit crimes as an adult). It is up to the parents first and foremost to prepare their kids for the world, so please do. Also, make sure your kids have a nice, quiet, comfortable place at home to do homework, study, and read (even/especially during breaks from school). While they do homework or study, take their phones away. Set time limits. Something like 20 minutes working, 8-10 minutes break, 20 minutes working again will work well.

The big lesson that all of us need to learn is that teachers cannot—and should not be expected to—solve every problem or completely "fix" kids that need help. Parents and the schools themselves (that is, administration and other staff, not just teachers) must do more.