25 May 2007

Reaping What You Sow, Part I

I heard from a teacher this week who was continuing to be irritated by the actions of one of his colleagues. I know this other teacher and for the last five or so years, I have also watched him freak out about one thing or another. It's just how he operates. What I don't understand is why he doesn't change his behavior. It's as if he keep expects someone to come along and fix things for him...that he cannot manifest his own destiny within the classroom.

All of this, of course, is crap. He is merely reaping what he's sown.
  • Number of district offered professional development opportunities engaged in: 0
  • Number of learning circles participated in: 0
  • Number of conferences/inservices attended: 0
  • Number of classes taken: 0
  • Number of building committees served on: 0
  • Number of support personnel invited to help with his classroom: 0
Apparently, this guy went off on a bit of a rant about the science WASL in a faculty meeting recently and how he and others in the department just don't know what's going on. But I have to think that if the bed you've made to lie in can only be found within your own classroom, how can you expect to know about what's happening in the outside world? How will you ever improve things for yourself or your students? When will it finally be time to stop being a victim?

The other part of this equation is simply "Where are the administrators?" If there's no expectation for staff to learn and develop, then what does that say about your school...how successful to you expect change to be? But perhaps that is a story better illustrated in Part II.


RJH said...

Wow, this fellow gets around. He works in my building as well...and every action taken by anyone is either a personal affront or doomed to failure and not worth trying.

As tough as it is, I think a great many educators do what is easy for them and after a few years, they can just go through the same old tired plans year after year. No wonder the kids are bored—it was boring the first time he/she made up the work, and it's even more so now that even he/she has lost interst.

Your comment about administration was apt as well; unfortuantely, they're usually stuck dealing with kids who take up too much time to get teachers the kind of help they really need.

The Science Goddess said...

I wish I had some good answers to offer. I think there just has to be a culture within a school which fosters high expectations for everyone: admins, parents, kids, and teachers.