Time and again, friends have asked me: “Is it tough or difficult being a teacher nowadays? “Have you ever met parents who declare ‘Touch my child’s hair and I’ll see you in court’?” Yes, it is indeed tough being a teacher these days. You see, early in the year, when it’s time to collect fees, I become an accountant. When a small fall happens in school, I am the doctor on call. When it’s near the exams, I become a motivator; time for class decoration, I am an artist; during Teacher’s Day, I am a stage performer. A broken chair? At once I become a carpenter, not forgetting being a cleaner when a pupil vomits in the class. When things go missing and they cry, I become a detective and investigate; during an argument, I am the judge; when pupils fall sick and in cases of emergency, I am the ambulance driver. When they are sad, I become the circus entertainer; early in the morning before the school assembly, I am the guard and the traffic warden making sure they cross the road and enter the school safely. The list can go on. On top of these, being an English teacher in a semi urban school may seem like a daunting and uphill task in getting the pupils to love and speak the language. However, the thought of making a difference in one student’s life at a time, keeps me going. No point complaining or lamenting about the lack of parents’ support or the pupils’ lackadaisical attitude. I will do my part because I care for them. I believe the aura of the children keeps me young in my heart at least, and the joy in seeing their innocent faces makes my day. To all the educators out there, do not feel defeated, upset or disheartened when the road we’re trudging seems long and winding. Someday, somewhere out there, a pupil is bound to appreciate us for just that little thing that we had done for him or her. I have experienced that. A few months back, a former pupil from my college practicum days (25 years ago) came all the way from Britain to visit me. I take pride in my job and am loving it, too.
In the last two decades of education reform, teachers have been viewed as central to both the problems of education and their solutions. Education researchers and school leaders have faced the challenge of motivating teachers to high levels of performance.
According to sociologists, current school environments are a reward-scarce setting for professional work and often seem to work against teachers’ best efforts to grow professionally and improve student learning (Peterson 1995). Much of teachers’ work is carried out in self-contained classrooms that isolate them from the support of their colleagues. Because of this organizational structure, teachers do not receive regular feedback from others, and often find it hard to collaborate.
Perhaps as a result of these circumstances, the research also shows that many good teachers leave teaching in the first three years (Frase 1992). Clearly, education leaders need to find ways to keep teachers in the profession and keep them motivated. A motivated teacher,is one who not only feels satisfied with his or her job, but also is empowered to strive for excellence and growth in instructional practice.
PROUD TO BE A TEACHER
ReplyDeleteTime and again, friends have asked me: “Is it tough or difficult being a teacher nowadays?
“Have you ever met parents who declare ‘Touch my child’s hair and I’ll see you in court’?”
Yes, it is indeed tough being a teacher these days.
You see, early in the year, when it’s time to collect fees, I become an accountant.
When a small fall happens in school, I am the doctor on call. When it’s near the exams, I become a motivator; time for class decoration, I am an artist; during Teacher’s Day, I am a stage performer.
A broken chair? At once I become a carpenter, not forgetting being a cleaner when a pupil vomits in the class.
When things go missing and they cry, I become a detective and investigate; during an argument, I am the judge; when pupils fall sick and in cases of emergency, I am the ambulance driver.
When they are sad, I become the circus entertainer; early in the morning before the school assembly, I am the guard and the traffic warden making sure they cross the road and enter the school safely.
The list can go on.
On top of these, being an English teacher in a semi urban school may seem like a daunting and uphill task in getting the pupils to love and speak the language.
However, the thought of making a difference in one student’s life at a time, keeps me going.
No point complaining or lamenting about the lack of parents’ support or the pupils’ lackadaisical attitude.
I will do my part because I care for them.
I believe the aura of the children keeps me young in my heart at least, and the joy in seeing their innocent faces makes my day.
To all the educators out there, do not feel defeated, upset or disheartened when the road we’re trudging seems long and winding.
Someday, somewhere out there, a pupil is bound to appreciate us for just that little thing that we had done for him or her.
I have experienced that. A few months back, a former pupil from my college practicum days (25 years ago) came all the way from Britain to visit me.
I take pride in my job and am loving it, too.
OOI MEI GEK,
Johor Baru.
Are you proud to be a teacher?
Motivating teachers to improve instruction
ReplyDeleteIn the last two decades of education reform, teachers have been viewed as central to both the problems of education and their solutions. Education researchers and school leaders have faced the challenge of motivating teachers to high levels of performance.
According to sociologists, current school environments are a reward-scarce setting for professional work and often seem to work against teachers’ best efforts to grow professionally and improve student learning (Peterson 1995). Much of teachers’ work is carried out in self-contained classrooms that isolate them from the support of their colleagues. Because of this organizational structure, teachers do not receive regular feedback from others, and often find it hard to collaborate.
Perhaps as a result of these circumstances, the research also shows that many good teachers leave teaching in the first three years (Frase 1992). Clearly, education leaders need to find ways to keep teachers in the profession and keep them motivated. A motivated teacher,is one who not only feels satisfied with his or her job, but also is empowered to strive for excellence and growth in instructional practice.