If work-life balance is important to you, you may want to avoid some of these careers.
According to this, an elementary school teacher is a good job for balance because:
“Elementary school teachers have the rewarding opportunity of educating the future of our country while also working flexible hours. They have summers off and they don’t typically work more than eight hour days,” says Himmel.
Insert eye roll gif here.
My husband and my child would vigorously argue each of those points. I don’t even have bathroom flexibility…
The hard part of teaching is coming to grips with this:
There is never enough.
There is never enough time. There are never enough resources. There is never enough you.
As a teacher, you can see what a perfect job in your classroom would look like. You know all the assignments you should be giving. You know all the feedback you should be providing your students. You know all the individual crafting that should provide for each individual’s instruction. You know all the material you should be covering. You know all the ways in which, when the teachable moment emerges (unannounced as always), you can greet it with a smile and drop everything to make it grow and blossom.
You know all this, but you can also do the math. 110 papers about the view of death in American Romantic writing times 15 minutes to respond with thoughtful written comments equals — wait! what?! That CAN’T be right! Plus quizzes to assess where we are in the grammar unit in order to design a new remedial unit before we craft the final test on that unit (five minutes each to grade). And that was before Chris made that comment about Poe that offered us a perfect chance to talk about the gothic influences, and then Alex and Pat started a great discussion of gothic influences today. And I know that if my students are really going to get good at writing, they should be composing something at least once a week. And if I am going to prepare my students for life in the real world, I need to have one of my own to be credible.
If you are going to take any control of your professional life, you have to make some hard, conscious decisions. What is it that I know I should be doing that I am not going to do?
Every year you get better. You get faster, you learn tricks, you learn which corners can more safely be cut, you get better at predicting where the student-based bumps in the road will appear. A good administrative team can provide a great deal of help.
But every day is still educational triage. You will pick and choose your battles, and you will always be at best bothered, at worst haunted, by the things you know you should have done but didn’t. Show me a teacher who thinks she’s got everything all under control and doesn’t need to fix a thing for next year, and I will show you a lousy teacher. The best teachers I’ve ever known can give you a list of exactly what they don’t do well enough yet.
The last thing that we introduced, which I think really makes for great practice, was the use of highlighters in our marking. Rather than just having the two comments at the end with a positive and a target, we now colour code these in blue and yellow. Blue = www (what went well), yellow = ebi (even better if). The students know what the colours stand for and the students work looks great. We don’t cover the whole lot in highlighter, but pick out key bits that correspond to the comments at the end. And, if you keep on top of it, it really isn’t all that time consuming.
Marking for England or Marking for Effect: a feedback journey.
I like this idea.
I did something similar this year with specific assignments for my students. Before giving it to them I would tell them that it would be graded with highlighters-which let them know what I was looking for, as we had gone over what each color meant and there was a poster sized key on the wall.
I had noticed that often times instead of answering a specific question, students would just give me a simple summary of the reading instead. If they did attempt to answer the question at hand, they had a knack for including all kinds of irrelevant information.
Green = You nailed it! High five!
Blue = This is a summary. Make sure you re-read the question and answer it directly using textual evidence.
Pink = This is irrelevant information. Cut it out and replace with more pertinent evidence.
Any other info they needed was written in as usual, but specifically for question/answer type assignments I found this really helped cut down on my grading time (once I got the hang of it,) and it helped the students have better access to the feedback they received (once they got the hang of it.)
I have done the same thing with math assessments. Blue for a level 4- this work is above expectations. Green for a level 3- you got it right at expectations. Yellow for level 2- you’re showing some understanding but making some errors and need support to consolidate understanding. Orange for level 1or below- this is an area you need to focus on.
Reblogging to remember (via wincherella)
Reblogging to remember- great ideas for me to be specific and students to have next steps built in.
reblog if you were born in 1985 or earlier
Let us grant that the pursuit of mathematics is a divine madness of the human spirit, a refuge from the goading urgency of contingent happenings.