Higo Blog

If you think about it, a classroom is kind of like a laboratory and the students are each little subjects in a huge experiment. Each student has a different mixture of natural ability, motivation, learning disabilities, potential, etc. Many things can affect these variables to increase or decrease, whether it be through encouragement or discouragement, exercise or laxness, reward or punishment, or any number of other factors. It is the teachers who have the most control over these factors.

I am often told that my school is the worst of the low level schools, and that there are many schools like this school. Problems here are not unique to my situation. There is a great flaw in the master educational plan, and it is not being addressed.

One thing that is alarming to see is that there are no young teachers at this school. Apparently, this is a problem right now. Schools are filling up with older teachers, many of whom seem to share certain characteristics. They are generally:

*over 40, and more commonly belong to the older segment of the age spectrum

*have long ago lost their interest in teaching

*view the kids as ?hopeless? and give up on the class as a whole
don?t bother with discipline

*think that instilling character and morals into the students is important, but believe that they can?t do anything about it themselves

*resort to keeping the students busy instead of challenging them

*feel pressure to improve their class test scores, rather than creating engaging lesson plans

*do as little as possible in order to fulfill the requirements of the job

*are unsatisfied with the system, but feel that they are helpless to change it or make a real difference (which is accurate in many cases)

The young people that I do know who are teaching or are planning to become teachers are all struggling with the question ?Do I really want to become a teacher??. One friend has only been teaching since April, and he already wants to change careers as soon as possible. As a new teacher, he is delegated the menial tasks, and obligated to work long hours every day (a twelve hour shift is not unusual), forfeiting his weekends in order to oversee extra-curricular clubs or to coach the sports teams. School has become his life and understandably he wants time to relax, pursue his hobbies and interests, and just to get away from the school environment once in a while. He doesn?t even have time to go on dates anymore.

One of the assistant teachers in our school is clearly over-qualified for the position, but is yet to be given any responsibility. Despite having a teaching license, a better command of the English language than most JTEs (Japanese Teachers of English), and having taught here for 15 years, she runs copies for the teachers and has been given the informal job as a student counselor (a job which she has not been trained for, and that the teachers don?t want to do themselves). She wanted to become a teacher, but is having serious doubts after watching what has happened to the many teachers who have passed through this school in the past decade and a half. She thinks she might just keep on being an assistant teacher because they don?t have as much responsibility and the pay and benefits are pretty good.

Thinking about these issues has made me think about Governor Schwartzenegger?s intent to cut California?s budget by changing how teachers get pay raises and promotions. It sounds good in theory, for tenure to be awarded based on a meritocracy instead of seniority. I can still remember having my time wasted in class by tenured teachers who were just there for the paycheck, and feeling that something should be done about this. I have that same feeling when I think about some of the teachers that I work with that aren?t pulling their weight, although I should say that most of them are doing their best to meet the challenges of teaching.

I have long been interested in teaching, and although I still enjoy it I don?t think I will pursue it as a career as I had previously thought. The rewards of teaching are great and give me the feeling that I am making a tangible difference in the lives of my students. However, the externalities (unconventional costs) of teaching outweigh the benefits for me, personally. Here is a job that requires the utmost dedication to develop a group of impressionable, malleable kids into responsible and informed adults who can think independently and challenge themselves and others around them. What it comes down to is that I want my students to be better people after I teach them. If I can achieve this goal, then I will be content.

I think I would greater enjoy doing this on my spare time as a mentor or volunteer. After a day teaching at this school, I feel like I?ve been spread too thin and that I am not making a real impact on anyone?s life. I find myself compromising my goals and expectations past what I am comfortable with. One year in this school is fine, but if I were here for ten years I think might turn into the type of teacher that just shows up at work, counting the days until retirement.