This past Saturday I attended a workshop hosted by the Long Island Writing Project (LIWP) at Nassau Community College offering K-12 teachers a chance to discuss and write about the topic “What Does It Mean To Be a Teacher Today?” This group of professionals has been my “go to” group since I became a full-time teacher over twenty years ago. It has consistently provided a safe place for teachers to hone their writing skills and learn how to help students become better writers. As a recent retiree (June 2014), I wasn’t sure whether I would still “fit in.”
I learned very quickly from the sharing of writing that took place at the workshop that teachers today are very torn between what they know in their hearts they need to do to help kids learn and what they are being told by administrators about how to spend their classroom instructional time. When teachers describe giving inappropriate tests to developmentally unprepared students as being “abusive” to their students, and then feeling guilty about doing so (as if they have any choice), we know we are in a state of crisis. When teachers are told to teach a “module” that will force kids to analyze a text beyond their reading comprehension level instead of one they can feel comfortable with and passionate about, teachers feel very conflicted and students begin to dislike learning.
I left the workshop feeling that my passion for teaching is still very much a part of me and that my “voice” is still welcome. But I felt both distressed and challenged by what I was hearing and grateful that there is a still place of refuge where teachers can safely express their feelings and ideas about what is happening to them. Now, if only we could do the same for students.