Teachers in Their Own Words: The Coffee Crisis–Do Teachers Have to Feel Alone?

Posted: July 2, 2013 in Alternative education, Education, Education Reform, Schools, Teachers, Teachers in Their Own Words
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Although teachers spend their days surrounded by people— albeit little, and younger people—it’s still an isolating job. For many of us in the classroom, the vitality and the support to do our jobs comes from colleagues. Ideas exchanged, “problem students” talked over, “try this” suggestions for lessons are what keep teachers professional, motivated and, frankly, human. In the latest contribution to the “Teachers in Their Own Words” series, “The Coffee Crisis: Do Teachers Have to Feel Alone?” which originally appeared in Education Week, Hillary Greene writes in what at first appears to be a lighthearted way about the isolation and lack of collegiality that is taking over our schools.  What is missing, she writes, is not just free, decent coffee in the staff room but the space, time and freedom to share with each other. The current standardized curriculum leaves little room for children to be creative and to learn the art of community. This limited, locked-step model holds true for teachers as well, leading people like Hillary to worry, “that I’m losing my voice.” Hillary, who has taught middle school for three years in independent, public, and public charter settings in Massachusetts and New Hampshire, need not worry. As you’ll see, her voice is strong, courageous, and wise.

The Coffee Crisis: Do Teachers Have to Feel Alone?

Everybody knows that a good house party, no matter how enticing the dining room, ends up in the kitchen. Surrounded by the comfort of food and drink, we relax and bond. We say things we wouldn’t say in the dining room.

Yet, in this nation that “runs on Dunkin’,” some schools appear to be cutting back on staff-room provisions as a budgetary precaution. So while Google generously—and shrewdly—provides copious amounts of first-class nourishment to its employees, teachers often can’t get a free cup of coffee.

And while a cut like this may seem relatively insignificant, I’m convinced it harms teaching and learning.

Without coffee to induce them to linger in the staff room, teachers have lost their kitchen space. And gone are the conversations that used to occur there, where the most productive (and completely unscheduled) meetings would often occur. Somehow, encounters in front of vending machines tucked in some tiny, darkened room do not produce the same effect.

But this isn’t really about coffee. This is about teacher voice and collaboration.

An Isolating Profession

I decided to become a teacher four years ago, due to some combination of a desire to have an impact on others and indecision about what else to do. Also involved on some level were the collapse of the economy and an interest in heeding President Obama’s call for top students to pursue public service and teaching.

I learned to teach middle school humanities in an alternative-licensure program at an independent school in Cambridge, Mass. Around the seminar table, we soon-to-be teachers grappled with questions of equal access to great education while we swapped tales from teaching that day. Between classes and after school, the teachers’ staff room provided not only free coffee, but also free peanut butter and crackers, so people congregated. In that cozy space, I practiced an important aspect of teaching: bonding with colleagues. Another teacher’s “Patrick” sounded like “James” in my class, so we talked and shared experiences. We all laughed together when a stressed teacher ran in to get a coffee and exclaimed, “I have to remember I’m not running the Pentagon!”

I stepped into my first teaching job filled to the brim with ideas about teaching and learning. But I completely underestimated all it takes to be an effective teacher (and how infrequently bathroom breaks occur). Making matters worse, my school offered none of the opportunities for collaboration and informal conversation among teachers that I had experienced in my training program. I tried to figure out my next social studies unit during 30-second conversations in the copy room. A 20-minute conversation with a social worker seemed like a rare treat. I spent most hours at my computer, drowning alone.

Still hopeful, I stepped into my second dream job this past fall at a first-year public charter school, but it has proven to be no different. I find myself reflecting relentlessly: Does public school teaching really have to be this isolating?

Losing My Voice

The greatest disappointment for me as a teacher has been how little intellectual exchange there is among educators. On the way to a staff meeting, I still catch myself running through my dream agenda: First, we’ll reflect on the prevalence of ADHD and the implications for us, after which we’ll all step back and think about whether more—not fewer—music classes could improve our math scores and students’ experiences. Then we’ll think about the rapidly growing use of iPads in the classroom and what that might mean for instruction. Instead, in reality, I quietly enter the meeting room, sip my tea, and chime in when I must because perhaps my professional opinion matters on where recycling bins could be stored or maybe the department head just got to my students on her list of numbers—that is, students—not meeting assessment proficiency.

At these get-togethers, the party never moves out of the dining room.

I have occasionally worked up the nerve to ask kitchen questions in the dining room, but the results have not been good. During an IEP meeting, I brought up the issue of racial identity for a struggling African-American boy in a predominantly white, affluent school. For that, I was called a “loose cannon.” At another meeting, I divulged that I felt more like a proctor than a literature teacher due to the frequency of assessments. For that, I was made to feel as though I misunderstood the whole purpose of assessment. I have questioned many aspects of the way my school operates, and I have stated my views more directly as my experience as a teacher has grown. For that, I have been urged to be more “politically correct.”

It’s hard not to feel that I’m losing my voice. Or perhaps I’m saving it for something else.

We frequently hear the statistic that nearly half of teachers leave teaching within five years. I’m inclined to believe that politically incorrect loose cannons leave schools at a higher rate. Yet this is precisely the type of person you want teaching because he or she can inspire children to find their own voices.

Teachers are getting the message: Quiet down and behave. We need you, but we don’t value you.

If we want our public schools to create the next generation of thoughtful, engaged Americans, we need to support the people whose job it is to make an impact, and we need to work especially hard to retain the types of teachers who question the status quo and speak up even at the risk of being politically incorrect.

We could start by giving teachers free coffee—and how about decent coffee?—so that the party can move back to the kitchen. Otherwise, doors will close and the great ideas in education will be spoken separately and silently in lonely classrooms.

 

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Comments
  1. “Teachers are getting the message: Quiet down and behave. We need you, but we don’t value you”

    Sad truth. This is story here in India too.. But here many people merely work as teacher but hardly few posses the virtues of a ideal teacher. Given the population of India, Its getting very tough for many education-reforming aspirants like me to find a way out and a feasible alternate educational methodologies and learning culture. We are working on it.

    Your words are insightful. Sure i will browse for more articles on your blog. Please suggest if you wish to refer any article in particular.

    Keep writing 🙂

    Regards
    Dinesh

    • David Chura says:

      It seems that teachers’ struggles are universal. It helps me to maintain hope and a love of teaching knowing this. Certainly your comments about teachers in India reinforce that global struggle. But the fight is a good one. In essence the author is making it pretty clear that teachers cannot be silenced. We will still teach the right way.

      • Your words shows the true Virtue of every passionate teacher. Students makes the tomorrow of the society, Teachers are those who are trusted to make students as assets for societal progress.

        Best Wishes, by the way Me too a teacher in someway as a trainer.. 🙂 lets do it.

  2. Shannon says:

    I am also curious why “collaboration” in education seems to be such a rare experience. I’ve been in education for twenty years and in eight different schools both in Oregon and abroad…during those years, I had three years where I thought that true collaboration was supported and funded in a school. A lot of this had to do with the financial resources at the time….giving teachers a “common prep” time and an individual prep time. Limited budgets have cut a lot out of the quality experiences in public education and the opportunities for teachers to collaborate is a hidden casualty that teachers are absorbing. There are also different leadership styles and philosophy that either encourage or discourage teacher collaboration as you say but I think it all starts with limited funding.

    • David Chura says:

      I agree that so often lack of funds are what make or break a school and the teachers in that school. Funds or lack of funds are a major factor in student success. Yet funds are one of the many factors teachers have no control over. Funds shape what the school day looks like, what materials a teacher has to work with. And in the long run all that impacts on student performance which in turn impacts teacher evaluations.

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