Why do teachers compare their students

Berlin : Teachers - The comparison with other professional groups could be beneficial (comment)

Parents and students take to the streets to protest against teacher shortages and the absence of lessons. Whether remedial classes, elementary high schools or the central high school diploma - the Berlin Senate shies away from making clear decisions. Politicians take objections from interest groups into account and wait. She has more time than our children. Editors with children write what they experience - and: what they want.

The minds are heated. The nerves are on edge. Since the teachers were about to increase their working hours, a sober discussion has become difficult. Everyone is screaming wildly. Everyone wants to get everyone wrong. Nothing works as it seems.

One thing has become particularly clear in the last few days: teachers are not only suffering from the worsened conditions in their schools. They are - depending on their temperament - angry or disappointed about their bad image. This has now gone so far that they are downright allergic to criticism. Given these prerequisites, it is difficult to conduct a dialogue that should end with a reformed Berlin school.

Instead of slowly becoming lonely as misunderstood fighters, the teachers could ask themselves how their negative image comes about. It shouldn't be solely due to the evil media.

As a mother, I want to help out with a few answers. For example, there is a school concert for family members of the students on a Saturday. Some teachers need to be supervised. Lessons are promptly canceled on the following Monday "to compensate for the overtime". A project week is organized: every day from 9 a.m. to 12 p.m., the teachers do handicrafts and work with the primary school students. On the following Monday, the first two lessons are canceled because the teachers "have to clean up". The parents secretly wonder why they couldn't clean up on Friday afternoon. After all, it can't be said that all elementary school teachers choke on weekend-long high school graduation assignments.

In order not to spoil it with the teachers, many parents are silent about such class cancellations. They don't confront the teachers with their allegations, so they don't hear their counter-arguments either. But they remember it, and so gradually the image of the "lazy teacher" emerges for some. Because parents always compare this picture with their own working conditions - unpaid overtime is often part of it.

The calculation of working hours also takes on curious forms. She thinks about the lesson "even while doing the dishes", said a teacher recently, who apparently never got the idea that it is common in many professions to tinker with solutions to certain problems in their free time, without doing the same Report employer with theatrical gesture. It is similar when reading specialist literature. Teachers who, due to their subject, are rarely busy correcting class work during the holiday season, like to emphasize that they have to undergo extensive further training during these weeks. The fact that it is also common in other professions to "casually" read their specialist literature in the evening, on the weekend or during the holidays is often ignored.

And as a mother, I would like to point out something else: Teachers hardly ever need to worry about how to look after their children during the holidays or in the afternoons. You have the privilege of only rarely reaching the limit of daycare opening hours (5 p.m.). But anyone who picks up their children from daycare at 1 or 2 p.m. also has to accept sitting at their home desk longer in the evening because they didn't come to work in the afternoon.

To be clear: Berlin's school does not suffer from the teachers. She suffers from the fact that there have been too few new hires for years. She suffers from being left almost alone with the integration problems of non-German families. She suffers from the fact that there is not enough staff to represent sick teachers. She suffers from the fact that well-intentioned reforms come as quick fixes: What use is it, for example, to stipulate "Early English" without providing additional funds for it? What use is the new compulsory elective lessons for the fifth and sixth grades if it has to take place in huge groups?

But teachers shouldn't lose sight of the comparison with other professional groups either. After all, they don't earn badly and don't need to worry about their jobs. Similar to editors at Tagesspiegel. From the Tagesspiegel series: Future of Berlin Schools: Big Break And No Bell (Part 6)

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