“Teaching isn’t one job,” writes Education Realist. “Any one teaching position is actually a million interactions between the teacher’s personality, the subject(s) taught, the balance of classroom ability and interest, sculpted by administrative dictates, district and parent socioeconomics, state policy, and school logistics.”
Ed Realist is teaching a non-math class this year and teaching trigonometry for the first time. Most of the Algebra II/Trigonometry students should be in easier classes, which are too full; a few could handle an honors class, also too full. Rejiggering the master schedule is impossible.
It’s a lot of work to teach advanced math to students who didn’t understand basic algebra, but ER is enjoying the challenge.
How do teachers react to the demands of the job? It depends on their personalities. I would wager to say that most are like me and work harder when given a new challenge—whether effectively or not, who knows? Some undoubtedly just shut down and get stubborn. Still others meander around incompetently—not because they are incompetent, but because their job has been defined in such a way that it’s now no longer recognizably their job.
At this point, many teachers aggravate me by going the martyr route. See how hard it is to be a teacher? See how hard we work? And all for the kids!
No. I do this for the intellectual challenge.
Ed Realist would hate to teach the same subject every year to the same sort of students. Some teachers love it.