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Today's teachers, caught in a crunch by Sandra Still Everyone has a theory about what is wrong with schools today. It's a familiar litany -- the kids, the parents, the lack of facilities, limited money. Teachers express the same endless list of complaints. Nothing new is said. As a teacher, I have given a great deal of thought to my own frustrations. Not willing to accept the obvious, I have dug deeper into my feelings and observations and reached a conclusion. It is really not the pay, or the other usual laments. It is the realization that my colleagues and I are trapped between two opposing goals. If we near success in reaching one of the goals pressed upon us, we will fail at reaching the other. And if we go too far toward the opposing goal, ouch again! A classic lose-lose situation. The goals, as formulated, are basically noble: Goal One: Every child can learn -- teach them. Reduce the drop out rate -- reach them. Build self-esteem -- beseech them. Goal Two: Set and maintain high academic standards -- challenge them. Make troublemakers and the disinterested toe the mark -- discipline them. Demand personal responsibility -- admonish them. Careful reflection leads to awareness of the teacher's dilemma. Yes, every child can learn to an extent, and should be taught and encouraged to reach their utmost limits. However, politically correct or not, every child is not capable of, or will not do, intensive academic work. So -- who gets the short end in the real school situation? (We are not talking about that ideal small class of motivated students in a well-equipped room with teacher's aides available.) If the teacher sticks to the academic standards that he or she would, at heart, love to hold to, the reality is that in the typical non-tracked class a fair number of kids will do poorly or fail. And guess who will be called to account if this happens for a few years? However, if more mediocre standards are used, the teacher feels dismay at "compromising" and the genuinely capable students once again slide comfortably by, unchallenged. Likewise with discipline. Contrary to what those who rarely spend time with students believe, some students hate teachers, hate learning, and take pride in making sure no classmate will enjoy a class they -- Mr. or Ms. Troublemaker -- are in. Crack down on these teens and the classroom -- the entire school -- is a greatly improved place. However, without intensive counseling and help, these "lost soul" young people most likely are not going to reform. If we, indeed, make it consistently uncomfortable for them in school by insisting on a disciplined, academic environment, they will drop out as soon as possible. Result: the dropout rate heads up and people begin clamoring "What is wrong with our schools?" And then we come to the self-esteem portion of the goals. Each year, it seems, more and more students whine, "But I did my best. That's all that matters!" Their best often is sorry and dismal, but woe betide the teacher who heartlessly points out that life does have some absolute values and standards. Two plus two is four, even if the student's best effort comes up with six. The young folk want an A. Never mind that their work is average and worthy of, at best, a C. Responsibility for self and actions can be taught, but today's social climate, which encourages students to place all blame on Mom, Dad, poverty, wealth, the dog or the weather, nullifies any teacher's efforts. To really be responsible and merit reward for accomplishment automatically demands a reverse side. One's efforts oftentimes won't be good enough and failure may, indeed, wound the delicate psyche. Yet, we cannot have it both ways -- gushing praise for mediocrity and meaningful reward for genuine accomplishment. Here I and my colleagues balance, poised between two opposing forces. Pressured, berated, frustrated. Amazingly, most teachers do stay sane and happy. We hold fast to what we dearly value, and we compromise where we can or must. More than anything, we become very accomplished at hunkering down and lying low when the experts, who seemingly spend little time among young people, send their latest reform programs down the line. There is a price, however. The fresh idealism fades a bit, shaded with a touch of cynicism. The heart builds a few walls -- caring too deeply, too constantly, leads to bitterness. Some of the best teachers give up and move on. Yet, most of us stay and still find real joy in working with today's youth. Goodness knows they need us. The question is -- as a society, what do we really most want and value? Because I believe, in the real world, we cannot have it all. |
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