The Teaching Profession

Teaching is the only field I know of where the people who employ the professionals they hire don’t really believe that they can  do the job, so they keep on forcing education on them in the form of ongoing trainings. Professional training is necessary in all fields, but what happens in teaching is that most of the trainings are amorphous and apply to the teaching profession in general and not to the specific area that the professional works in.
The result is in an amazing waste of the teacher’s time. The teacher ends up spending excessive amounts of time writing up lesson plans and designing assessment instruments that are ineffective, because they must comply with models that don’t reflect the way languages are really learned. These instruments keep book teachers in business, however.
The time spent on those relatively useless activities of collecting data, designing faulty tests, making reports to largely clueless higher ups in the school building, etc. is debilitating to the teacher who then rarely finds time to focus purely on her instruction, which, ironically, is the targeted purpose of all the other busywork.
Properly planning what students experience in a foreign language class alone requires a tremendous amount of time and energy for a teaching professional who has discovered how people really learn languages and therefore has chosen not rely on a book.
This time and energy requirement becomes less over the years as the teacher learns the ins and outs of instruction using comprehensible input, but in those first five years the teacher should be free from the other constraints put on her by the system.
How is a teacher to satisfy all the external data production, etc. for higher ups, and yet still have a private life, something that is totally necessary for her overall mental health? It is this question which the teaching profession must address, before it loses most of its talent to overwork.



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