There is a great deal of variation among work environments in
Texas schools.
On 9/26/14, not here wrote:
> They participate in cover-ups, gang up
>> on parents in parent-teacher and ARD meetings, lie like there
is
>> no tomorrow, and look the other way when a child's education
is
>> damaged.
>
> About that statement, I don't know where you teach because I
> don't see anything even close to what you are describing. I
feel
> sorry for the kids in the school you are referencing. The
> teachers I know would never carry on like what you are
describing.
>
>
> On 9/25/14, EasTexSteve wrote:
>> There are many long-time teachers like yourself who see just
>> what you do. Yet, look at what they do. They stay silent
about
>> it, and do nothing, hoping that the cr@p doesn't roll
downhill
>> onto them. Teachers are the people behind the schoolhouse
>> doors. They are the people that see what goes on. They see
who
>> the culprits are, and they see them in action. And, they are
>> more familiar with the system than any average person. Yet,
>> they say and do nothing. They participate in cover-ups, gang
up
>> on parents in parent-teacher and ARD meetings, lie like there
is
>> no tomorrow, and look the other way when a child's education
is
>> damaged. Then, when they are caught in the act of
complacency,
>> they feign ignorance. Then, when the whole charade blows up,
>> they can't wait to throw each other under the bus. I can't
tell
>> you how many depositions, administrative, and civil actions
I've
>> been in where a teacher or administrator UNDER OATH got up on
>> the witness stand and, with a straight face, just LIED until
the
>> cows came home, and everyone in the room knew they were
lying,
>> INCLUDING THE JUDGE!
>>
>> I'll admit that my involvement with school personnel only
>> happens when there is a problem, and I often don't come in
>> contact with all the really great teachers and
administrators.
>> However, I come in contact with enough of the worthless ones
to
>> know that there are plenty of them in every district in
Texas.
>> You say the system is often dysfunctional, and I agree. But,
>> you really have no one to blame but yourselves because you
are a
>> big part of that same system.
>>
>> On 9/24/14, to EasTex Steve wrote:
>>> I want to share my thoughts. I have been teaching for a long
>>> time. Our system is often times dysfunctional. I have seen a
>>> lot of people in administrative roles who don't know how to
>>> exercise real leadership. Instead, they misuse their power.
>>> Every year it seems that some poor teacher, who has been an
>>> effective, caring teacher for years, ends up a scapegoat for
>>> some egomaniac administrator who decides to pick on them.
For
>>> these teachers there is little recourse. Teachers watch this
>>> and wonder if they are next. Eventually, these teachers
leave
>>> and go on to teach in another school where they continue
doing
>>> a fine job.
>>>
>>> Like in any profession, there are inept individuals. Those
>>> people don't last long. Teachers are too busy to invest
>>> energy in defending bad teachers. That being said, it is a
>>> sad day to see any teacher fail in a classroom. I myself
have
>>> quietly reported incompetence, and I know other teachers
that
>>> have stepped forward in this regard. In our current day
>>> teachers are the easy target of blame for every ill in
>>> society. Now, you are blaming us for thinking society owes
us
>>> something. You have to be kidding. The teachers I work with
>>> every day are some of the most giving, generous hearted,
>>> unassuming people I know. Stop the blame game. By the way,
>>> we are some of the smartest people in the room--about
people.
>>> Teachers understand people. There is more to teaching than
>>> book smarts.
>>>
>>>
>>> On 9/24/14, EasTexSteve wrote:
>>>> I've been following this thread with some interest. I'm a
>>>> student/parent/special ed advocate that is occasionally
>>>> approached by teachers for assistance in dealing with
>>>> wrongdoings against them by their district. I know you
>>>> aren't going to like what I'm about to say, but it's the
>>>> truth. And, that is, you ask for it. And, here are some
>>>> ways you ask for it:
>>>>
>>>> 1) Not all teachers are created equal, and some of them
>>>> really stink. They ruin students education, and they need
>>>> to go. Yet, you all protect them with the attitude that
>>>> all teachers are equally wonderful. They aren't fooling
>>>> anyone, and neither are you for protecting them. All you
>>>> are doing is damaging your own reputation by protecting
>>>> them.
>>>>
>>>> 2) You alienate the one group of people that can help you
>>>> with your plight. That group is the PARENTS. It amazes me
>>>> how many teachers I encounter who speak negatively about
>>>> parents, even to the point of adopting a combative
>>>> attitude toward them. Like it or not, Texas Education Code
>>>> states clearly that parents will be treated as partners in
>>>> the education of their children. Not adversaries, but
>>>> PARTNERS. This is THE LAW. When you violate this
>>>> partnership, you basically shoot yourself in the foot. As
>>>> teachers, you make up less than one tenth of the voting
>>>> public. You can't do anything without the parents. You
>>>> don't have to like them, you only have to be able to work
>>>> with them to positively influence their child's education.
>>>>
>>>> 3) An incredible number of teachers I encounter have the
>>>> attitude that just because they are teachers, the rest of
>>>> society owes them something special. Well, they don't. GET
>>>> OVER IT. This "holier than thou" attitude that some of you
>>>> have makes you look silly because believe me, if you
>>>> actually look at the statistics as a whole, you would
>>>> discover you are not the smartest people in the room. If
>>>> you were, you wouldn't be having the problems that you do.
>>>> Respect is earned - not handed out on a diploma or
>>>> certificate. If you want it, then earn it by showing that
>>>> you hold yourself to a higher standard, put the students
>>>> and parents first, and stop throwing each other to the
>>>> wolves.
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