Öğretmenler Kapıya Gidiyor ve Geri Dönmüyorlar


Maaş artışları, artan destek personeli sayısı ve tükenmişliği azaltmaya yönelik stratejiler gibi önemli değişiklikler olmadan ABD, demokrasiyi önümüzdeki yıllarda sakat bırakacak büyük bir öğretmen açığıyla karşı karşıya.

öğretmen-kıtlığı-covid-kadın-okulları
14 Mart 2022’de Chicago’daki Rogers Güzel Sanatlar İlköğretim Okulu’na gelen bir öğrenci öğretmeninden sarılır. Sadece Aralık ayında 143.000’den fazla eğitim sektörü çalışanı işini bırakır. (Getty Images aracılığıyla Joel Lerner / Xinhua)

Teksas’ta bir ortaokul matematik öğretmeni olan Tameike Washington, güne hazırlanmak için sabah 7’den önce işe gelir. İlk ziller çaldığında, öğretmenlik derslerinden hareketle, öğle yemeğinde öğrencileri izlemek veya sosyal-duygusal bir ders vermek gibi görev görevlerini tamamlayarak ve okul sonrası kulüpleri ve eğitimleri yönettikten sonra Washington’un günü kesintisizdir. Akşam 7’de eve geldiğinde iş günü bitmez; 30 dakikalık hızlı bir antrenmandan sonra, saat 23:00’e kadar not vermek ve ders planları geliştirmek için oturuyor

Washington’ın günü ülke çapındaki öğretmenlere tanıdık gelecek. COVID-19 salgını sırasında daha da zor hale getirilen yorucu bir rutin. Ve öğretmenleri dışarı atıyor. Çalışma Bakanlığı’na göre, 143.000 eğitim sektörü çalışanı işlerini yalnız Aralık ayında bıraktılar. Okullar, binada yeterli sayıda yetişkin olmadan güvenli bir şekilde çalışamaz, bu da yedek öğretmen ihtiyacını artırmıştır. Ve vekil öğretmenler, müdürlerle bile gelmek zorlaşıyor velilerin ve üniversite öğrencilerinin adımlarını hızlandırmaları için yalvarıyor. Bazı eyaletlerde durum o kadar vahimleşti ki Ulusal Muhafızlar yedek öğretmen olarak görev yapmak.

Neden bu kadar çok öğretmen kırılma noktasında? COVID-19, öğretmenler arasında yalnızca kendi sağlıkları ve ailelerinin sağlığı için endişe ve korkulara neden olmakla kalmadı; onlar da artan sorumlulukla karşı karşıyadır. Planlama dönemlerinin yerini, öğretmenlerin meslektaşları dışarıdayken (genellikle hastalık nedeniyle) diğer sınıflara öğretmek zorunda olduğu kapsam dönemleri almıştır. yedek öğretmen temini talebi karşılayamaz. Bu, hepsi olmasa da çoğu planlamanın okul gününün dışında yapılması gerektiği anlamına gelir.

Pandemi de katkıda bulundu akıl sağlığı krizi öğrenciler arasında, öğretmenlerin tek başına üstesinden gelemeyecekleri bir şey. Teksas’ta bir lise İngilizce öğretmeni olan Leigh Anne Rayburn, “Odak noktası [students] Akademik olarak tekrar yola çıktık, herhangi bir okul sisteminin onları travmadan nasıl iyileştireceğine dair kodu kırdığını düşünmüyorum. [of the pandemic.”

The trauma students have experienced throughout the pandemic is now manifesting itself in misbehavior in classrooms, and schools should invest in supporting students’ social and emotional health—something that is often left to already overworked teachers.

To add to the stress and additional workload caused by the pandemic, state legislatures are upping the stakes for teachers, introducing bills eerily reminiscent of 1984. In Iowa, a new bill would put cameras in classrooms, allowing parents to watch live footage of their kids’ classes. In Indiana, teachers would have to submit their lesson plans to an online portal so that parents could oversee what is being taught each day and opt out if they opposed the content, forcing teachers to create entirely new content for those students. While the supporters of these bills claim they would protect and even “showcase” teachers, the reality is much darker. In addition to creating extra work for educators, these bills could weaponize modern technology against teachers, opening the door to parental interference and lawsuits. 

The number one thing my teacher friends and I have discussed for the last two years is how beyond drained we feel.

Klara Aizupitis, a U.S. history teacher in Mississippi

new National Education Association (NEA) poll puts teachers’ burnout in stark reality. Fifty-five percent of teachers say they will leave the profession earlier than originally intended. And it’s even worse for teachers of color: 62 percent of Black teachers and 59 percent of Hispanic teachers are looking for an early exit. 

The NEA’s poll results are not shocking to Klara Aizupitis, a U.S. history teacher in Mississippi. “Honestly, I think I’m surprised it’s not higher,” she told us. “The number one thing my teacher friends and I have discussed for the last two years is how beyond drained we feel. Every semester we’ve talked about how we’ve never been so tired, and the exhaustion has just kept compounding.”

While student-to-teacher ratios hover around 15:1 in U.S. public schools, a mass exodus of teachers would cause this number to skyrocket, leading to crammed classrooms, more work for teachers who remain and lower quality student learning conditions

But teachers who remain in classrooms are worried about what it could mean if they decide to walk away. Washington emphasized the pain of burnout with the guilt of considering leaving: “It’s like, I no longer have too much on my plate. The plate is broken and the shards are digging into my skin, but I can’t drop what I am carrying. If I drop it, I don’t think anyone else will pick it up.”

Not all the turmoil within the profession is new. While COVID-19 has certainly pushed many teachers to their breaking point, it has also revealed existing systemic problems within the profession. Even in 2022, teaching is still often seen as a woman’s job, and gender pay gaps exist even within schools. And while over two-thirds of teachers are women, only 54 percent of principals are women, showing that leadership positions are often still inaccessible for women. 

I no longer have too much on my plate. The plate is broken and the shards are digging into my skin, but I can’t drop what I am carrying. If I drop it, I don’t think anyone else will pick it up.

Tameike Washington, a middle school math teacher in Texas

The “feminization” of the profession has allowed it to exist in the lower rungs of society. On one hand, teachers are motherly figures who care for our society’s youngest members. On the other hand, our society turns a blind eye to teachers’ low salaries and blames teachers when test scores fall—and, as we have all heard before, “Those who can’t do, teach.” 

Despite low wages, teachers often work longer hours than most other professionals, as Washington’s average weekday schedule shows. Even when the bell rings at 3 p.m., signaling the end of the day for students, teachers have hours of work ahead, from bus duty and professional development to lesson planning and grading. And we rely on the passion teachers often bring to the profession, the commitment to children and learning, to exploit their labor. The expectation is that teachers will do whatever it takes to help kids succeed: Pay for supplies out of pocket. Stay after school to host tutoring sessions and clubs. Give up their Saturdays to prepare students for state tests. Attend every football game. Devote Sundays to plan lessons and grade papers. 

It simply is not sustainable.

These systemic challenges, coupled with COVID-19 and legislative interference, are driving a crisis within our education system that we are unequipped to handle. Rayburn emphasized the severity of the situation: “There are many of us who can perceive just how grave the situation is becoming at a rapid pace, and we don’t see a national response from society at large, from the parents of the students we educate, from our governments to address what is becoming such a critical issue that it could implode American education for a generation or two to come. I can’t overstate how depressing and frightening that feels.” 

People take teachers for granted, assuming that their kids will be able to attend a school staffed with eager professionals. But that may not be a reality for much longer. Without significant change—including, but not limited to, pay raises, increased number of permanent support staff, especially social workers, and strategies from administrators to reduce burnout—we are facing a massive teacher shortage that will cripple our democracy for years to come.

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Kaynak : https://msmagazine.com/2022/04/29/teacher-shortage-covid-women-schools/

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