kunilou said:
- I’m a “he.”
- This is absolutely not a question of semantics. I listed criteria for what a “true” profession is, the support systems it has in place, the educational and training requirements of its membership, the minimal resources it has at its members’ disposal to do their jobs well. If your occupation doesn’t meet the criteria established for a profession, then you must accept the (possibly) unpalpable realization that you’re not in a profession. Most people mistakenly assume teaching is a profession and it’s not.
Educational administrators are professionals. State and local superintendents are professionals. The U.S. Secretary of Education is a professional. But classroom teachers are not professionals.
Marc goes:
I’m so glad you asked, Marc.
Mostly it’s to get my point across to anyone in education or members of the general public intersted in educational issues, that criticism of teaching is often valid in some very key points that go to the heart of our so-called professionalism. On the whole, we are not professional educators., in actuality and public perception. We’re glorified babysitters and paperpushers, to many. Teaching has made strides since the 70s and I hope it will continue improve.
Our professionalism is important, and I’m so hung up on it, because emergency credentialing as a short-term solution to a long term problem is hurting the public schools.
About my citing pop culture earlier. Pop culture disseminates the idea that for occupations like the law, or medicine, or public safety and criminal investigation, the members strive to attain high standards and work hard at their jobs. Shows like “Boston Public” undermine the importance of our vocation with characters like Harry Senate spreading the ludicrous notion that a teacher stupid enough to bring and fire a loaded weapon in a classroom and retain their job, if it’s part of a “lesson” to prove a “point.” It’s DUMB.
Basically. Quasi-professionals, see?
Yes, but that wouldn’t be the norm.
How old are you, Marc?
Where did you go to school?
Was this the case in each grade level you were in elementary school?
And – I’m not trying to be smart here, I’m just asking – were you put into a “higher education track” at an early age or not?
Each of these questions might contribute to how much clerical work your teachers may/may not have had to process about you.
If your teacher is any good, she’s grading all your papers in a accurate fashion, noting your strengths and weaknesses (assessment) and getting them back to in a timely manner (feedback). She’s planning her future lessons and revising her presentation to teach more effectively. This is daily, weekends, afterschool. Sounds like an insane amount lot of work, eh? It is.
Now multiply all that by 30 students in one class, in multiple subject areas. Then multiply that by 30 students per class, per period (and average of 5), as in middle and high school grades.
Insane to do that much rote checking, rechecking, by oneself.
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Hmmm…maybe it would help if teachers, and schools, were in the business of making a profit. Perhaps you’ve noticed that almost all of the other professionals out there generate revenue for their company or partnerships.
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Interesting thought. Could you elaborate on this theme, please?
I’d be curious to know what you consider to be the flaw(s) in my reasoning and observations, Marc. Does it pertain to the privatizing of schools as a solution? Care to state them for the record?
All I’ve done is argue for more pay, better benefits and more qualified people to teach for a living. I think you need to re-read my arguments again.
You’re doing fine, Marc. Two days ago you wouldn’t even concede I was right about teaching not being a profession – now you’re seeing I’m right, but questioning how important that is. Keep studying and you’ll get this material yet!
– Mr. Hale (giving Marc a gold star)