To the Editor: I am writing this letter because I feel undervalued as a teacher. Perhaps it would be helpful to share my story with you. I am currently completing my sixteenth year as a teacher in Saskatchewan. I have been teaching in the Catholic School System for my entire career. Teaching students is not a job choice that I make daily, instead it is a vocation that I am compelled to do from the depths of my heart.
I am a teacher. I help children in my care to grow intellectually, to realize they are worthy. I guide children to develop morals and values that shape who they are as human beings. I teach children to love by word and more importantly by example. I help children come to know God, to recognize the gifts that have been graced upon them.
When I walk into the school that I teach at, it is no longer about me. I devote my energy to the children entrusted in my care. I would not have it any other way. They are the reason I teach. Without them I am nothing. My students come to me with the best that they have. Some come to me unable to read at grade level, unconfident to respond and share their thoughts. I do not judge. I do not ask why. I simply teach. I help the child grow. And they do. They find themselves able to do what they never thought they would. I see students transform from unconfident children to independent thinkers, able to read and formulate thoughts with amazing results.
I make critical decisions not on a daily basis, but often minute by minute. Perhaps this seems unrealistic to someone who has not been in the education system. To that person I say, "Follow me; not for a year, a month, or even a week. Just follow me for a day." What would you see? You would shudder and understand the power of the teacher. I would like you to put yourself in my shoes. When a child approaches you with stories of abuse, would you not consider that a time to make a critical decision? When a child you pass in the hallway is crying and simply needs someone to talk to, would you not consider that a time to make a critical decision? When you witness a child being treated unfairly by other children, would you not consider that a time to make a critical decision? When a child comes to you with nothing, no school supplies, no breakfast, no lunch, no one at home to help them through with their struggles; would you not consider that a time to make a critical decision?
I simply do. And I, with my experience, have gotten very good at responding, as best I can, to these very basic needs of the children in my care. I find I am a better person for it. Who is really teaching who, I wonder?
As a teacher, I too am a life-long learner. I continue to explore new methods to draw out the best from my students. I am not content with satisfactory results, and my students know these expectations I have of them. I am continually changing my approaches to meet each child at the level they come to me at. Remember, they come with the best they have.
It is my duty to assess where that child is and bring them to the next level of understanding. This simply cannot happen in one generic way. I must diversify my lessons to meet a wide variety of learners.
When asked what grade I teach, I often chuckle and respond with something like, "Which grade do I not teach?!" I have multiple grades in my classroom, even though the classroom door has one number posted on it. As the Saskatchewan curriculum evolves and changes, I must too. Someone once asked me if I get bored by teaching the same thing year after year. I have never had that problem. My lessons are unique with each class of students that come before me, just as unique as the students themselves. I have never had the same kind of learner twice. Each child learns in a very unique way, like the fingerprint from one person is similar, yet very different from that of another.
And so, I am a teacher. However, I am a teacher who feels undervalued. I feel that the general public does not understand the devotion I have for my career. I am always a teacher no matter what day of the week it is, or where I find myself. I cannot, and do not, separate my position as teacher with my personal life. That is why I define teaching as a vocation, not a job.
I sacrifice many hours serving my students beyond the classroom, and beyond the expectations of a classroom teacher. I have coached various sports teams since I began my career. I have logged hundreds of hours as a coach and all as I continue to teach full time. This is part of the service of teaching that I consider vital to my vocation. I am there to serve, to contribute not for personal gain, but for the betterment of my students.
However, a price is always paid for the hours I devote as a coach. My family often goes without me and must learn to cope in my absence. This puts stress upon me as a parent, as a classroom teacher; who must continue the duties in my teaching assignments, and as coach who is trying to instill not only skill in the game, but values in being an athlete.
Yet, I continue to teach. Now I feel almost unappreciated for the work I do, for the service I offer my community and my province. And if I, after sixteen years, feel unappreciated, what chance do the new teachers have in this career? I truly believe I will be the best at teaching on the final year that I teach. I will have a lifetime of experience as a teacher to draw upon on that final year. If this province wants veteran teachers, the best that the province has to offer its children, then I feel Saskatchewan teachers need to be held in high esteem, need to be shown their worth to society, need to be thanked for the daily work they do. I currently do not feel valued.
Now you need to ask yourself, do you want teachers in Saskatchewan classrooms teaching your children to feel worthy to society, or not?
What kind of future will this province have if those teachers do not have a sense of pride and appreciation for the extraordinary efforts they put into their daily service? I am trying to create a better Saskatchewan. I wish I could be recognized for my efforts.
Rhonda Falconer, Yorkton, SK
