Someone in my critical pedagogy class made a very astute comment the last class. We were discussing professionalism, the fact that there are many attempts at deprofessionalizing teaching going on today, and we were having a great conversation about who is benefiting from these acts. Who is pushing the process, who is benefiting, who does not benefit? These questions are all worth pursuing, and then the classmate drops a thought bomb on the class. It has stuck with me for a week now, and I still am not sure how to answer it it.
Here it is: Aren’t we, as teachers, partially to blame for the deprofessionalizing of education? After all, we admit the first year or two of teaching are “throw-away” years where the teacher just has to learn what the need on their own. You don’t ever hear flight controllers say, “It’s okay if you crashed those planes together, it is your first year,” or “It’s okay that building you designed fell down, it’s your first year of architecturing.”
Drop that right on us, as teachers. As teacher leaders. As teacher educators.
Yup, we have to own that one. Professionals don’t let that kind of thing happen. Professionals support the pre and new service teacher. Professionals don’t allow for this type of failure, and let’s not mince words. A child whose education is harmed because a new teacher fails is just as bad OR WORSE than the plane crashing.
How do we stop it?
Mentoring came up repeatedly in the conversation. We must mentor pre-service teachers closely and support them completely. We must mentor new teachers with the same vigor.
Social and Emotional Learning came up in the conversation. Getting teachers right from day one to realize they teach PEOPLE, not content.
Critical Theory / Social Justice came up (duh, it is that class after all). But it came up not because we were in the class, but because this is how teachers, new teachers, beginning teachers can learn how to engage with their learners and start problem-posing instead of banking. Freire’s approach to education turns the classroom away from teacher centered to learner and learning centered. In this type of environment, the teacher gets to know their learners better, so they don’t inadvertently cause harm.
All in all, it is a very small thought-bomb that was dropped, but the implications are far reaching.
Are we professionals?
If the answer is yes, then we can not, ever, accept a “throw away year” in teaching. Every single day counts, and we have to help, support, and develop every single teacher in that focus.