I have been scheduled to teach 6 to 7 elementary art classes a day, grades 1 to 5 (approx. 260-300 kids altogether), each week for the past three years at my current school. I am given no time in between classes at all for prep time and must stay after school for several hours prepping and cleaning a quite messy room for the following day. I must also mat each piece of art to go home, hang work for displays, and mentor a new teacher hired this year, in addition to the many faculty and committee meetings. I love teaching art, but have become exhausted and am probably experiencing burnout. I was wondering if this work load is normal. Any help? Advice?
On 8/15/07, Susanne wrote: > I have been scheduled to teach 6 to 7 elementary art > classes a day, grades 1 to 5 (approx. 260-300 kids > altogether), each week for the past three years at my > current school....I love teaching art, but have become > exhausted and am probably experiencing burnout. I was > wondering if this work load is normal. Any help? Advice?
Unfortunately, teachers of all of the arts are treated this way and it is literally inhuman. The way arts educators are treated is comparable to the way imigrants to the U.S. were treated in the early 20th century by wealthy business owners (sweatshops, 12-hr days, 6-day work-weeks, etc) until the changes that were wrought by unions and the two Roosevelt administrations. And here in the early 21st century, a different version of that same inhumanity is occurring widely.
BUT...this has been the arts educators, especially those who teach in elementary schools, have always been treated (with a few happy exceptions, usually in more wealthy suburban schools). Maaaaaany elementary music educators, for instance, teach anywhere from 9 to 13 half-hour classes per school day. I once came across a music educator in Alabama who say 2,300 students each week!!!!
Also, my experience (so far) has been that teachers' unions could care less about the arts teachers. Why? Because, like the principals, maaaany of them see arts classes as peripheral entertainment time while the 'real' teachers have their needed break. Arts teachers, of course, do not need breaks because of their 'lower class' status. So the primary purpose of arts teachers, according to them, is to provide warehousing entertainment for students when the students are not doing 'seriously important' learning.
And, the organizations of people that are involved in the arts education enterprise have never been able to make a convincing case for the value of arts learning to young human beings.
Brain research is beginning to change that, but it may take another 100 years for that change to permeate the humongous and stultified educational enterprise.
Sorry this has been so 'negative', but the truth itself, in this case, is based in the black negative of ignorance.
Hopeful Directions? Cherish the look on the faces of children when they 'get' some sense of expressing the emotions/feelings of their lives in self-created designs, shapes, colors, and the like. It's a sign that their self-identity as competent and expressive human beings has just been elevated, big time.
Are there art lovers in town who would like to be your volunteer assistant when you teach or at the end of the day?
Also, get to know teachers of the other arts in your building and in other elementary school buildings and assemble teaching load, stress, and illness records (dated journals, doctor visits, etc.) and then begin to work on the non- arts teachers, officers of you local teachers union, members of its contract negotiation committee, parent and community organizations (taxpayers/voters), and if necessary, a local newspaper reporter or talk-show host (not to complain or whine, but to just describe what being an arts educator is like). Readers/ listeners can draw their own conclusions.
Just stumbled on this site.First post. I'm an Orton Gillingham certified tutor.If I had to choose SPIRE or LM-B, I'd go with LM-B all the way if you could afford it, no question. Would they get LM-B one on one? I work with students one on one and they are taught to mastery and automaticity, they need that to become fluent. That does not usually happen when there are more children, because teachers must shoot for the middle. If you choose SPIRE make sure they are certified. The two or three(?)day workshops just don't prepare people to work with children as they need to be. Good luck, Stacey
I am in the 4th week of my 3rd year of teaching special ed resource middle school children. I am in a "good" school. But for some reason, this time around, I really feel like this is not the job for me. I just don't enjoy it. I don't think I ever really did enjoy it. I envy people who love their jobs. I think about switching grades, but it doesn't interest me. I do enjoy working in a one-on-one (or two) setting with teaching. My resource classes range from 10 to 15 students. These students are not very well behaved when they get together. And my classroom management seems to be minimal. And, come to think of it, I'd rather do all the special ed paperwork instead of teaching (of course, I have to do both). I have my undergrad degree in Learning Disabilities and a Master's degree in Reading Education. Does anyone have any suggestions for me career-wise? I want this to be my last year teaching for the public school district. I have no motivation or desire to go back to teaching in a classroom setting.
On 9/09/07, Kristen wrote: > I am in the 4th week of my 3rd year of teaching special ed > resource middle school children. I am in a "good" school. > But for some reason, this time around, I really feel like > this is not the job for me. I just don't enjoy it. I don't > think I ever really did enjoy it. I envy people who love > their jobs. I think about switching grades, but it doesn't > interest me. I do enjoy working in a one-on-one (or two) > setting with teaching. My resource classes range from 10 to > 15 students. These students are not very well behaved when > they get together. And my classroom management seems to be > minimal. And, come to think of it, I'd rather do all the > special ed paperwork instead of teaching (of course, I have > to do both). I have my undergrad degree in Learning > Disabilities and a Master's degree in Reading Education. > Does anyone have any suggestions for me career-wise? I want > this to be my last year teaching for the public school > district. I have no motivation or desire to go back to > teaching in a classroom setting.
I don't know if something like ...See MoreI knew a teacher a few years ago who went from spec ed to training. I don't know exactly how she made the transition, but the firm she went to specialized in training seminars for hard to manage kids. Her new job was to train teachers in how to handle kids with ODD, Bipolar Disorder, severe ADHD, and autism.
I don't know if something like that would interest you, but you might look into it. As I recall, she started talking to the company when she went to a training seminar herself.
She said she was burned out on handling 20 kids with severe disorders for three hours in remedial reading classes.
The last time I saw her around, she seemed much more relaxed and very happy.
I am looking for used Shicida or Glen Doman Flashcards and guidebooks. Am visiting Singapore and hope to source them here. Any advice would be great too! Email: [email removed]
Any suggestions for an age-appropriate survey to determine first graders learning style? I would like to send a survery home for parents to complete with their child, but havn't found one that is age appropriate.
Hello, I am in my jr/sr year of completing an education program for teaching diverse classrooms grades 1-6. I would like to attain some information about teachers teaching the nature of learning proceses and its use to their students. Is it true that teachers are bogged down with so much subject material required that they arent able to teach students methods of processing new information? If you are limited in time, do you try to add some methods for processing? If you are a teacher who can fit this type of education in the curriculum how do you implement it and what methods do you use? This information would be greatly appreciated as a future teacher. Thank you for your time. Shannon
On 11/12/07, shannon wrote: > Hello, I am in my jr/sr year of completing an education > program for teaching diverse classrooms grades 1-6. I > would like to attain some information about teachers > teaching the nature of learning proceses and its use to > their students.
I've never heard of this being taught.
Is it true that teachers are bogged down > with so much subject material required that they arent > able to teach students methods of processing new > information?
I don't know 'methods of processing new information' - could you explain that concept and give a few examples? It sounds very interesting but it's certainly not taught in any teacher certification program here.
If you are limited in time, do you try to add > some methods for processing?
It's not about not having time- it's about not having the background to do it.
On 8/15/07, Susanne wrote:
> I have been scheduled to teach 6 to 7 elementary art
> classes a day, grades 1 to 5 (approx. 260-300 kids
> altogether), each week for the past three years at my
> current school....I love teaching art, but have become
> exhausted and am probably experiencing b...See More