Education Week - May 11, 2022 - 24

20
What If We Treated Public
Education Like the Crisis It Is?
21
Why Students Can't Tell
Fact From Fiction Online
Hardest Year Ever? One Teacher's View
By Jay Wamsted
I
have been a classroom teacher for 16 years, but this
has been the hardest one by leaps and bounds. Pretty
much every teacher I know feels the same way.
At first blush, this statement might surprise. What
about the year so many of us stayed home teaching
virtually? Or, even worse, working in half-filled
classrooms while most of our students watched
from their bedrooms? Those were some low moments. Am I
seriously suggesting that anything could be worse than that?
Absolutely, and for a couple of reasons.
First, the virtual teaching, difficult as it was, served as a
catalyst for so many of us. We looked around, rolled up our
sleeves, and collectively said something like, " Well, this
stinks. But the kids need us, and we've got to figure it out. "
Administration and teaching staff came together to recognize
that none of what was hard was the fault of the children and
that we had to lean in and do the best job possible given the
situation. Many of us were inspired by the new technologies.
On my part, I became obsessed with shooting video for a
flipped-classroom vibe I had long wanted to try out.
The year was difficult, yes. But also exciting.
That excitement is completely gone at this point. Coming
back to the building, for so many of us, meant only a desperate
return to the status quo, to " business as usual, " to the relentless
pursuit of test scores that the initial waves of the pandemic
had swept aside. During that first phase, creativity reigned.
This year has pretty much just been a slog back to moribund
tradition.
The more salient reason that this year has been so hard,
however-as much as I hate to write this down-is the students.
They can't sit still. They can't stop talking. They can't put their
phones down. They can't stop touching each other. They can't
follow simple directions. They can't focus on a lesson or an
assignment. Not all of them, of course. But enough to make
every day feel like a bruising week.
24 | EDUCATION WEEK | May 11, 2022 | www.edweek.org/opinion
I was talking to a colleague recently, and she summed it up
perfectly. " Every morning we get here, and I'm bouncing with
energy. But by the time we leave at the end, I'm just dragging
my head. "
The student behavior isn't really their fault, either-no more
than their being forced to stay at home because of a pandemic.
We're now on our third straight school year of extreme
disruption-a huge chunk in the lifetime of any child. I remind
myself regularly that the last time my 8th grade students had
a " normal " springtime in a school building they were still in
elementary school. Forget the pandemic for a moment and
just imagine the physical changes their bodies and minds
have been through during that time (adolescence, anyone?).
Now, add to that the fact that something like two-thirds of my
students didn't set foot in a school building between March 13,
2020, and August 2, 2021. Who can blame them for not quite
knowing how to act in class?
There are those who say that the " learning loss " of the last
two years is primarily to blame for our problems, but I politely
disagree. All else being equal, children are like sponges-
capable of absorbing far more than is necessary to get the
regular job done. We could teach them two years of material
in one year's time but only if we get the chance. The social and
emotional distractions, however, are stacked against us. We
can't " catch up " when we're having a hard time just treading
water, swimming in a pool full of dysregulated emotions. Nor
when every morning feels like a spin on fortune's wheel of
problem behaviors.
Oh, and don't forget about the bus driver shortage. And the
difficulty retaining cafeteria workers and custodians. And the lack
of substitute teachers. Keeping these positions filled has been a
difficult task for so many schools-but here, too, there is no one to
blame. Teachers for the most part have salaries and good benefits
packages to get us back to work every Monday; I wonder how
many of us would feel differently if we were paid by the hour?
Of course, many teachers are questioning even that much
security, announcing departures for next year or even quitting
in the middle of this one. A few are taking a preponderance of
" mental health days " or intentionally scheduling appointments
during classes they want to miss or on Friday afternoons. I don't
blame any of these educators, either, though I know I'm not
alone in feeling a looming sense of dread about the coming fall.
It seems as if somehow things might just get harder.
I see some 130 students every day, and, as most teachers can
attest, there are by and large no " bad kids " causing the trouble
and lack of focus. Rather, chaos blooms from an aggregate of
off-task behavior, looping in feedback spirals that go up and
up. There's very rarely someone to blame-thus the " headdragging "
effect my colleague noted. It's all so dispiriting.
Every once in a while, though, a day will hit just a little bit
different.
A student who pushed way past my last nerve one day
approaches me the next. " I'm giving you a hug because I'm in a
hugging mood, " he says. Another hands me her phone-not to
ask for a charge but rather just for me to hold onto it. " There's
too much going on, " she says, " and I need to focus on the right
things. " One of my most distracted students gets his first A on a
quiz. Another-one I spent all first semester arguing with-pays
me that highest of compliments: " This is my favorite class. "
Then, someone asks permission to be absent on a random
Friday. She is going to observe an elementary school classroom
because she might want to be a teacher when she grows up.
This has been the hardest year of my career, and I know that
next year might somehow top it. Let's be completely honest:
I cannot wait for summer, for year 16 to be in the rearview
mirror.
But I'll be back for 17. What else can I do but get up and go
to work, every day, despite the bruises and the slog? The kids
might be all right. How could I miss that?
WAMSTED teaches middle school math in Atlanta. He writes
about teachers and schools and is especially interested in
the way race and culture interact in the classroom. You can
follow him on Twitter or Medium (both @jaywamsted).
Melody Newcomb for Education Week
http://www.edweek.org/opinion

Education Week - May 11, 2022

Table of Contents for the Digital Edition of Education Week - May 11, 2022

Education Week - May 11, 2022
Briefly Stated
Why Misusing ‘Groomer’ as a Political Smear Is Especially Dangerous
School Sports Are Back. Where Are the Athletes?
What the Research Says
‘It Can Save Lives’: Students Testify To the Power of Poetry
Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
1 in 5 Educators Say They’ve Experienced Long COVID
A Flood of Federal Cash and Then Layoffs. What Gives?
With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Online Tutoring Can Be Effective, Research Shows
What Is Culturally Responsive Teaching?
What Should Culturally Relevant Teaching Look Like Today?
What If We Treated Public Education Like the Crisis It Is?
Why Students Can’t Tell Fact From Fiction Online
Letters to the Editor
EdWeek Top School Jobs
Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - Education Week - May 11, 2022
Education Week - May 11, 2022 - CW2
Education Week - May 11, 2022 - 1
Education Week - May 11, 2022 - Briefly Stated
Education Week - May 11, 2022 - 3
Education Week - May 11, 2022 - School Sports Are Back. Where Are the Athletes?
Education Week - May 11, 2022 - What the Research Says
Education Week - May 11, 2022 - ‘It Can Save Lives’: Students Testify To the Power of Poetry
Education Week - May 11, 2022 - 7
Education Week - May 11, 2022 - Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
Education Week - May 11, 2022 - 9
Education Week - May 11, 2022 - 9A
Education Week - May 11, 2022 - 1 in 5 Educators Say They’ve Experienced Long COVID
Education Week - May 11, 2022 - 11
Education Week - May 11, 2022 - A Flood of Federal Cash and Then Layoffs. What Gives?
Education Week - May 11, 2022 - 13
Education Week - May 11, 2022 - With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Education Week - May 11, 2022 - Online Tutoring Can Be Effective, Research Shows
Education Week - May 11, 2022 - What Is Culturally Responsive Teaching?
Education Week - May 11, 2022 - What Should Culturally Relevant Teaching Look Like Today?
Education Week - May 11, 2022 - 18
Education Week - May 11, 2022 - 19
Education Week - May 11, 2022 - What If We Treated Public Education Like the Crisis It Is?
Education Week - May 11, 2022 - Why Students Can’t Tell Fact From Fiction Online
Education Week - May 11, 2022 - Letters to the Editor
Education Week - May 11, 2022 - EdWeek Top School Jobs
Education Week - May 11, 2022 - Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - CW3
Education Week - May 11, 2022 - CW4
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