What I Wish I Could Tell Them About Teaching in a Title I School
I am in my fifth year of teaching English in a college under I. Title I schools are public schools that receive special grants because of their high number of students who have been identified as risk. I love my students and my master team. I love to teach. I’m fine. I respect my administration and I feel appreciated by them.
But at the end of this year, I’m leaving. I’m not sure whether to continue teaching elsewhere or start a new career. If I leave, I will be one of 40 to 50% of teachers who drop out during the first five years. A drop in the bucket.
For other teachers, I’m sure this is not surprising. Without knowing myself or where I teach, I can probably easily guess why someone who loves their job and who is good would leave.
But it is not the teachers who need to know what it looks like. It’s everyone. People who have no idea what it’s like to teach in a Title I school. Some of these people even make important decisions regarding education.
There are so many things I would say.
I would like to tell you the bright posters, posters and student work that are removed either paper or white carrots covered most of the spring semester, because the state requires no word of any kind on the walls During one of the 14 standardized tests.
I would like to tell you the 35 offices I have in my classroom, and in two of my classes, all offices are full.
I would like to tell you the hours I spent outside of class time to get novel scholarships because my school does not have money for them.
I would say that I get them to school about two hours before the first bell every day, but they still spend less time at school than most of my classmates.
I would tell you how I am not allowed to fail a student without the receipt form that specifies all cases of contact with the parents, detailing the establishment, exact and additional instruction that child received. I would tell you how impossible it is to complete this form when leaving a voice message does not count as contact and that many parents change or disconnect during the school year. I would tell you how unrealistic it is to document every time you help a child when you have a hundred and this gives them as teachers passing students who should be missed.
I would tell you how the systems that have been created do not let the children behind them allow them to be even further behind.
I would tell you that even though I love my job and I work harder than I’ve worked for anything, the loudest voice in my head is the one that says consistently that you do not do enough. I hear it all the time.
I would tell you about the student in one of my classes that in August of last year, Flat-Off refused to work because of how much he hated to read. I would say that today, when he realized that we were not going to make groups of books, I heard him mutter, “Oh, man who wanted to keep reading.” And he said, “That’s what he said?” Really loud and shook his shoulders playfully. We had a lot of laughs and I had to quickly change topic because I woke up thinking about how much work we have taken to go to this place and how I hope their high school teachers will not give up on it.
I tell you that if I could share things so that teaching simply served to educate a reasonable number of students and to classify and plan lessons and to visit the families of the students, I would like to be a teacher forever. No doubt.
I would tell them that I found out the honors section of my grade level, but only 70% of the students in my honors even passed the standardized test of the year before they come to me. My colleagues who teach classes inherit without honor students with a 30-40% passing rate.
I would tell you that most of my students wrote after participating in my class and it worked very, very hard to find a way to get my kids to excel without “teaching for the exam”, but that being proud of this, The handle that has not happened, and how could do more for them.
I would like to tell you my pencils that I hide and gifts from my own pocket. I do not ask for guarantees or even for students to return them because they would take the instructional time too. One time one