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EdSurge
Do Families Now Understand What It Takes to Be a Teacher?
By Emily Tate
May 6, 2020
Over the past two months, with school buildings closed to curb the
spread of COVID-19, parents and guardians have taken on more active
roles in their children’s learning experiences. Overnight, many
parents—especially those with younger children—have been thrust into
the role of homeschool teachers.
In some ways, the sudden change has given parents a newfound
appreciation for the work teachers do day in and day out, and the
challenges they face working with dozens of young people at a time.
(This message has perhaps been clearest on social media, where many
parents overseeing their children’s educations are suggesting teachers
be paid more.)
For Teacher Appreciation Week, we asked 15 educators to tell us whether
the new arrangement really has changed parents’ perceptions of their
jobs. Specifically, we asked: Do more families understand what it takes
to do your job now that they’ve had to take on some of the
responsibilities themselves? How can you tell?
Below are some of their responses, and as you’ll see, many educators are experiencing this issue quite differently.
A resounding ‘yes’
Gabriel Vogel, 11th grade teacher at Grassfield High School in Chesapeake, Va.:
“Yes! I am hoping that parents can appreciate and understand, even more
now, all that teachers do to be surrogate parents and help them help
their child in the school setting. I think the teaching profession and
teachers will be looked at much differently now, due to this crisis.”
Lisa Mims, fifth grade teacher at Colonial School District in New Castle, Del.:
“YES! They try to support me and realize how overwhelming it can be
with one child. Also the parents who are in the room when I am teaching
via Zoom definitely have gained an understanding of what it’s like
working with 20-plus children, as opposed to just their child.”
Erin Haley, middle school teacher at The Bayshore School in Daly City, Calif.:
“YES THEY HAVE! One family reached out and said they have a deeper
understanding of all we do as teachers and apologized for ever being
difficult.”
Susanna Stratford, third grade teacher at Maple Hills Elementary in Renton, Wash.:
“I’ve been given kudos from parents who have been somewhat uninvolved
throughout the year, which feels amazing! The parents of my students
have extended me so much grace when I make a technical mistake. They
know that I continue to try to create a familial and fun environment
for my students and they send their gratitude for the small things now.”
Sheri Clyde, first grade teacher at Mary Finn School in Southborough, Mass.:
“I think so, yes. They have been very appreciative of what we’ve been able to do.”
It’s not that simple
Sabrina Burroughs, kindergarten teacher at Eagle Academy Public Charter School at Capitol Riverfront in Washington, D.C.:
“I don’t believe parents will ever truly understand what it takes to be
an educator, until they are in the classroom with 15 to 25 or more
learners at the same time. However, as I smile answering this question,
I recall the parents who’ve asked for my address to jokingly drop their
kid off at my front door. I think of the texts and email messages of
gratefulness, for just reaching out to meet the needs of the families’
new schedule, created by this ‘new normal.’ I’ve had fully educated
parents tell me that they appreciate what I do, coupled with those now
infamous words, ‘I don’t know how or why you teach.’”
Claire Peterson, middle school teacher at Pat Neff Middle School in San Antonio, Texas:
“I think yes and no, because they know now how important school is for
their students [beyond] academics, including socializing with friends
and having extracurricular activities available to keep kids’ bodies
active as well as their minds.
“Parents may understand the struggle to get students to complete
assignments when they’d rather be playing video games or on their
phones, but they don’t have to do a lot of the behind-the-scenes work
still, like creating the lessons, trying to differentiate for different
learners or delivering content in an engaging and accessible way. But
I’m betting many do have a newfound appreciation for teachers and
schools and what we do for kids.”
Jill Armstrong, social studies teacher at Greenup County High School in Greenup, Ky.:
“I hope so! But we aren’t out there trying to push that. We are working
with students, parents, and guardians the best ways we can to make sure
there is still some form of learning being achieved. How can we tell?
We hear it! Social media shows many parents who are attempting to help
teach their students in subjects they’ve not used themselves in perhaps
10 years or more. I’ve offered my support to anyone, even outside of my
district.”
Barbara A. Noppinger, eighth grade math teacher at Dumbarton Middle School in Towson, Md.:
“I would guess maybe 50 percent of families get it. I have had a few
calls with parents where gratitude has been expressed. I think it is
imperative to be cognizant that many families may have far more
pressing concerns at this time.”
Kim Booth, sixth grade teacher at Coleman Middle School in Duluth, Ga.;
“Families may not fully understand what it takes to be a teacher, but
they are understanding the amount of patience and creativity it takes
to consistently motivate students.”
Not quite, but they’re getting there
Charlie Mirus, eighth grade English language arts teacher at Loveland Middle School in Loveland, Ohio:
“I feel like more families are starting to understand what it takes for
teachers to motivate students a little more now that we are in this
world of remote learning. As a middle school teacher, I know parents of
some of my students are needing to help out with some elements of
instruction and further explanation, but it’s not to the degree it
would be for a parent working with his or her child in kindergarten.
“My wife and I have six kids, including twins in preschool and another
child who is in kindergarten. As we are both middle school teachers, my
wife and I now have an even greater appreciation for what it takes to
work with students who are just starting their educational journeys.”
Alexandria Adams, 10th grade teacher at Woodside High School in Newport News, Va.:
“I would say that there are some who definitely do. It’s hard managing
one child of your own every day. I think seeing that, and then
extrapolating that to the 30-plus students we see every day, gives some
families perspective. We are all working together for your children.”
Stephen Guerriero, sixth grade teacher at Needham Public Schools in Needham, Mass.:
“I think parents, like all of us, are grappling with this new
reality—and those feelings have changed over time as we’ve been home
week after week. At first, there was a bit of a grace period when it
felt more like a long weekend or vacation. Soon, though, parents
struggled with replicating some of the structure and scheduling of the
day for kids. More and more, our district heard from parents asking for
more face time with teachers, more work from classes, and help in
managing the days and weeks with routine and structure.
“Once all of those things ramped up, though, more parents expressed
feeling overwhelmed by work, and asked for more flexibility. Some even
made the decision to step back and essentially withdraw their kids from
remote learning altogether. I think, at this point, many parents have a
much better sense of just how dynamic and challenging the work of
schools can be.”
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