EDUCATION REFORM PART IV: WHO IS TEACHING OUR CHILDREN?
The mediocre teacher tells. The good teacher explains. The great teacher demonstrates. The superior teacher inspires.― William Arthur Ward
If you’re a teacher—or know a teacher—who has genuinely dedicated their life to the profession, this blog may not resonate with you. This message is aimed at those who enter teaching for the wrong reasons, as they are taking opportunities away from individuals who truly want to serve our children. The popular myths surrounding teaching—like summers off, paid vacations, and generous retirement plans—are just that: myths. For committed educators, summers are often spent preparing for the upcoming school year, not relaxing. Additionally, teachers work on a 180-day contract, spread across 12 months, meaning there are no paid vacations. And when it comes to retirement benefits, they don’t keep up with inflation or the rising cost of living.
Teaching was my true calling, not driven by social status, pay, or ease, but by the privilege of watching children grow and learn. Unfortunately, I believe the genuine call to teach has often been replaced by what I call the "I don’t know what else to do, so I’ll teach" mindset. I hate to admit it, but I fell into that category in college, and that lackluster attitude followed me into my first few years of teaching. This "syndrome" is real: many teachers enter the profession for all the wrong reasons.
You can easily spot the less dedicated teachers:
They dress, act, and speak like their students.
Their focus is on being “cool” rather than earning respect and credibility.
They do the bare minimum—teaching just enough to get by, while grading is rushed, and creativity goes to die in their classrooms.
They’re often seen rushing in just minutes before their first class, and once the final bell rings, they’re quick to rush out.
These teachers keep a low profile when it comes to student expectations, making it harder for parents to critique them and administrators to feel less threatened by them.
How can you tell if your child has an authentically dedicated teacher? Here are three key signs:
First, these educators are genuinely invested in their students. They are fascinated by children, find joy in their laughter and innocence, and are deeply committed to helping every child succeed. In other words, they don’t rest until they’ve found a way to support every student, especially those who are struggling.
Second, they have tough skin and unwavering determination. They don’t let obstacles stand in their way because they know that their work is meaningful. These teachers are not part of the 33% who leave the profession after three years, nor the 50% who walk away after five. They stay because they understand that their impact on children makes their work worthwhile.
Finally, these teachers are less focused on the clock and the paycheck, and more on the calling they answered when they chose this profession. They know that teaching isn’t just a job—it’s a mission. This means they arrive early, stay late, and give everything they have because they’re dedicated to the students in their care.
In 1971, I received the printout of my first teacher's salary and celebrated the milestone of earning $10,000 a year. As my first year continued, I started calculating the hours I spent with students—before and after school. My teaching life quickly filled up with evening concerts, weekend events, lesson planning, and grading. My first life lesson as a new teacher? I realized I would never find fulfillment in this vocation by comparing my paycheck to the hours on the clock. Over time, I understood that the true value of being a teacher isn’t defined by salary alone or status; it’s a calling, a vocation that transcends monetary compensation. However, a society that allows low pay and poor working conditions as the norm will never see their children experience success.
I’ve witnessed many concerning changes in teacher performance over the years. In my view, there’s a direct link between this new breed of teacher and the decline of our educational system.
Here are some 10 key issues I witnessed by those less-invested colleagues:
The erosion of dress codes for both students and teachers
Heavy reliance on technology at the expense of hands-on expertise and traditional teaching methods
The inability to manage the shorter attention spans of students (worsened by the COVID shutdowns)
A failure to clearly articulate goals or set expectations for student learning
The lack of preparation and maturity among new teachers
Using classrooms as platforms to advance personal ideologies, frequently incorporating social media.
A reluctance to address bullying proactively or take meaningful action
An ignorance of, or indifference to, students who express Christian values
An inability to manage disruptive behavior in the classroom effectively
The commitment to teaching replaced by a "whatever" attitude.
These trends are contributing to a breakdown in the quality of education, and it's troubling to see how many of these issues persist without meaningful intervention.
What is the most obvious of traits of the ill-suited teacher?
Classroom Mismanagement
If you can’t manage your teaching time or maintain control of your classroom, your students will not succeed. In the 25 years I spent working with student teachers, it became clear that classroom management was often absent from their training. How could something so crucial be overlooked? Unfortunately, many university professors, especially those who never set foot in a K-12 public school classroom, seemed to disregard the importance of classroom management. These experts in their subject matter focused on pedagogy but often had no practical experience in managing a real classroom. And for those professors who did spend time in public schools, it was usually brief. They knew that teaching at the university level often offered a better career path.
It should come as no surprise, then, that many student teachers entered the classroom without any real understanding of how to establish control. They often resorted to shouting over the noise, accepting disruptive behavior as inevitable, and tolerating poor student outcomes. Without control of the classroom, organizing a structure for effective learning becomes nearly impossible. Constant interruptions, with students creating a chaotic din, become the norm. It didn’t take long for students to realize that the person at the front of the room lacked the skills to manage the situation, and once that perception sets in, maintaining authority becomes almost impossible.
Teachers
Where are you on your journey? If you are new to the profession, teaching children is just one segment of your daily routine and how you ultimately will be judged. Start now and muster your courage. There is life after every poor assessment, admonishment from an administrator, or parent complaint. Become your hero in your story, and do not allow the naysayers to discourage you from doing what you love.
Do you consider yourself a seasoned teacher? If you are currently thriving in your assignment as well as in the past, count your blessings. Either a great administrator shielded you, or good karma escorted you! Be aware that the path to teacher retirement is strewn with loving and hateful children, caring and spiteful parents, mentoring and backstabbing colleagues, supporting and attack-prone principals. If you have been defended by an administrator, do not take those actions for granted. Likely, you haven’t seen that scenario many times, if ever, in your career!
Solutions
Finding solutions to raising the quality of teaching to the days when America was a world leader in education is simple IF students, parents, administrators, and universities are invested. But it must begin at the top. If universities can invest time and resources into recruiting athletes, they should equally focus on encouraging high school juniors and seniors to pursue a teaching pathway. Just like athletes, prospective teachers would bring qualities such as integrity, a strong work ethic, proficiency in their subject area, high academic achievement, and a demonstrated passion for teaching. While this wouldn’t happen overnight, a collaborative effort between high schools and local colleges could yield remarkable results, fostering a new generation of dedicated, highly qualified educators. And there are more solutions.
STUDENTS need to be advocates for quality teaching and speak up when they encounter poor instruction. However, this doesn't mean rushing home or running to the principal’s office every time a teacher’s quirks or idiosyncrasies cause frustration. Here are the negative teacher behaviors that should be reported:
Constant belittling or bullying of students
Grading that isn’t aligned with stated expectations
Inconsistent grading, with no clear rubric or standards
Unprofessional behavior in language, dress, or classroom management
Lack of student retention in learning due to poor classroom management
PARENTS also need to stay engaged daily. Here are 21 questions to ask your child after school. If your child complains about his teacher, keep in mind that your child—even a teenager—might not always give the full picture of what happened.
ADMINISTRATORS must follow due process when removing a teacher. "Due process" means that before a teacher can be dismissed, they must be notified of the charges against them, given the chance to respond, and provided a fair hearing where they can present evidence and defend themselves. This process ensures a transparent and just procedure, protecting the teacher’s rights before any termination, as outlined by state laws and school policies.
A better approach? Start a mentoring program where experienced teachers support and guide struggling colleagues, offering constructive feedback and professional development before resorting to dismissal.
COMING SOON: Education Reform Part V: Political ideology, designed to change the fabric of democracy through the captured audiences of vulnerable children, must not be allowed to exist in kindergarten through high school.