Education Week - May 9, 2018 - 21

SARAH M. STITZLEIN is a professor of education and an
affiliate faculty member in philosophy at the University
of Cincinnati. She is the author of the American Public
Education and the Responsibility of Its Citizens (Oxford
University Press, 2017).

Getty

"

When individuals
focus only on
themselves, they
are often unable
to see when their
desires conflict
with the needs
of others."

Getty

rental freedom should trump equitable access.
"Freedom from" is a negative sense of personal liberty, where one is free from interference by others, especially the government. In
contrast, "freedom to" is a positive entitlement
that requires support, protection, or services
from the state. While many school choice advocates desire "freedom from," they must consider
the necessary government levers to ensure all
families can access a powerful education for
their children.
Competition can indeed improve the quality of
services and products. But if we are to continue
to move forward with this market view of education, we must also engage in public conversations about the needs of all of our citizens. We
should not reduce schooling to decisions based
merely on personal or economic interests.
When individuals focus only on themselves,
they are often unable to see when their desires
conflict with the needs of others. Students who
exit traditional public schools take funding with
them, but don't often see the resulting effects.
This depletes the resources for the remaining
children.
What we are left with in the current march
to expand school choice is neither a convincing
compromise nor a sufficiently justified preference within the longstanding philosophical debate between liberty and equality. We first need
acknowledge this deep tension if we're going to
pursue the creation of an education system that
is both equitable and free. n

The Emotional Drain of Teaching

I

By H. Richard Milner IV
have been conducting professional
development with teachers in schools
for about 16 years. Most of that work
has taken place in urban and rural
communities-places where students
and their parents may live below the
poverty line, where schools are seeing
increasing racial, ethnic, and religious
diversity, and where more and more students'
first language may not be English. Most of my
professional-development sessions focus on curriculum and instructional practices that teachers might consider to more closely align with
students' cultural practices and needs.
Although many of the issues educators
(and students) raise are similar to those
I heard in 2002, what I hear and observe
among teachers now points to their psychological and emotional strain. As the focus on
student test scores increased over the years,
teachers began to appear more emotionally
drained by their work. I hear about this exhaustion both from teachers who are early
in their careers and those who are seasoned.
They teach in the core academic areas as
well as elective areas. They are racially and
ethnically diverse; they are male and female.
They are both LGBTQ+ and not.
During a recent professional-development
session in the Northeast, a teacher expressed
that his high school students were unmotivated
about their school work and did not "care" about
school. Another teacher countered this view:
She talked about the local factory that had recently closed, which resulted in the unemployment of many parents. She talked about the
strain the families felt to make ends meet and
how many students were working part-time
jobs, caring for younger siblings, and helping
to support their families financially. She was
passionate and resolute in her desire to offer
a counter, more nuanced story of the students
they both taught.
She began to cry during her account of what
was happening with her students. Other teachers, including the teacher who initially lamented
his students' and their parents' disinterest in
school, began weeping. More teachers chimed
in, sharing what they observed among their students and their families. They, too, wept.
I listened and observed intently. The
teachers seemed to struggle with classroom
management. They talked about the strain
of responding to students after their classmates had been killed. They talked about
students' academic gaps from elementary
and middle school that they were expected
to address now that the students were in
high school. They talked about challenges
with social media and how students were
misusing technology. They talked about
how some students were being bullied by

their classmates. They talked about feeling
undersupported, forgotten, and misunderstood by their local boards of education.
But they also talked about how tired and
frustrated they were. The common theme
among these accounts was a sense of emotional
drain and strain. The teachers, like their students, were hurting.
As teachers are working to meet the
needs of their students, who is taking care
of them? Who is ensuring that teachers
have what they need to remain whole and
emotionally and psychologically healthy?
Teachers' emotional struggles have a direct
influence on their practices and interactions
with students. People who are hurting tend
to hurt others, whether consciously or unconsciously. We must care about our teach-

"

Who is ensuring that
teachers have what they
need to remain whole?"
ers. This will help them, and our students
will benefit.
Although not the focus of our professional-development session, it was clear that I needed to
provide some concrete examples of how teachers could take care of themselves and support
each other. I suggested they exercise, check in
with each other on a regular basis, retreat to
take regular opportunities to rest and recharge,
talk with a non-evaluator about what they are
experiencing, and keep a journal about their
feelings.
However, it is increasingly clear that systemically and institutionally, schools and districts have not fared well in supporting the
emotional, affective, and psychological health
of teachers. Teachers are grappling with and
working through traumatic situations. The
same is certainly true for students. Much more
attention needs to be placed on helping teachers identify emotionally strenuous conditions
and offering methods for improving those
conditions. As teachers develop a repository
to address their struggles, they will be better
equipped to support their students. n
H. RICHARD MILNER IV is the Helen Faison Endowed
Chair of Urban Education at the University of Pittsburgh.
He is the co-author of the forthcoming book,"These Kids
Are Out Of Control:" Why We Must Reimagine Classroom
Management For Equity (Corwin, 2018) and the author
of Rac(e)ing to Class: Confronting Poverty and Race in
Schools and Classrooms (Harvard Education Press, 2015).

EDUCATION WEEK | May 9, 2018 | www.edweek.org | 21


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - May 9, 2018

Education Week - May 9, 2018
Schools Play Catch Up to Rise in Student Vaping
Teacher Strikes Show Power in Numbers
Educators Battling Class Distractions Of ‘Fortnite Game’
Ronald A. Wolk, Dies at 86; Launched Education Week
Contents
Report Roundup
News in Brief
Study: Language-Learning Ability Is Strong Until Late Teens
Tenn. Struggles to Clean Up Huge Online Testing Mess
Legalities and Politics Collide in Teacher Work Stoppages
Improvement Mode Woven Into ESSA Plans
Wide Swings Reported in Desegregation Data
Derek W. Black: Don’t Call the Teacher Pay Hikes a ‘Raise’
Sarah M. Stitzlein: Does School Choice Put Freedom Above Equity?
H. Richard Milner IV: The Emotional Drain of Teaching
Letters
TopSchoolJobs Recruitment Marketplace
Lorena Garcia: The Case for Sex Sexuality Education
Education Week - May 9, 2018 - Ronald A. Wolk, Dies at 86; Launched Education Week
Education Week - May 9, 2018 - 2
Education Week - May 9, 2018 - Contents
Education Week - May 9, 2018 - News in Brief
Education Week - May 9, 2018 - 5
Education Week - May 9, 2018 - Study: Language-Learning Ability Is Strong Until Late Teens
Education Week - May 9, 2018 - 7
Education Week - May 9, 2018 - Tenn. Struggles to Clean Up Huge Online Testing Mess
Education Week - May 9, 2018 - 9
Education Week - May 9, 2018 - Legalities and Politics Collide in Teacher Work Stoppages
Education Week - May 9, 2018 - 11
Education Week - May 9, 2018 - 12
Education Week - May 9, 2018 - 13
Education Week - May 9, 2018 - 14
Education Week - May 9, 2018 - 15
Education Week - May 9, 2018 - Improvement Mode Woven Into ESSA Plans
Education Week - May 9, 2018 - Wide Swings Reported in Desegregation Data
Education Week - May 9, 2018 - 18
Education Week - May 9, 2018 - 19
Education Week - May 9, 2018 - Sarah M. Stitzlein: Does School Choice Put Freedom Above Equity?
Education Week - May 9, 2018 - H. Richard Milner IV: The Emotional Drain of Teaching
Education Week - May 9, 2018 - Letters
Education Week - May 9, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - May 9, 2018 - Lorena Garcia: The Case for Sex Sexuality Education
Education Week - May 9, 2018 - CW1
Education Week - May 9, 2018 - CW2
Education Week - May 9, 2018 - CW3
Education Week - May 9, 2018 - CW4
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