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Is an apology in order?

Imagine you’re a teacher, starting a new school year in northwest Connecticut. (For some of you reading this, of course, that will reflect reality.) A new year, a new set of challenges and opportunities, a new run of students who have their own individual talents and goals as well as some very personal and varied obstacles to achieving those goals. Your job, to which you have dedicated your professional life, is to help those students overcome any barriers to success and find the confidence within themselves to proceed despite self-doubt. For it is self-doubt that can stop many young people from even trying to achieve, especially in middle and high school. 

 Now imagine you’ve been shown a video the day before school starts produced by your board of education that implies you are responsible for the diminishing numbers of students in your district, and that it can be attributable to your belief that children just can’t, or are unwilling to, learn. (See articles by Cynthia Hochswender and Patrick Sullivan in last week’s Lakeville Journal.) Do you feel like jumping into the school year with renewed energy and commitment to your school district? 

Not likely. It’s ironic that the negative approach to its faculty taken by the Region One Board of Education with the video it produced and showed at the pre-school year workshops reveals just the kind of attitude it purports the teachers have toward their students: Can’t you teachers learn how to teach? 

Not as easy as it looks

All teachers at the elementary and high school levels know that students have real, and sometimes opaque, difficulties through each of their school years. Sometimes it can be their own stages they are going through, trying to work out their place in their class, their school and their world. It can also be very real problems at home that make their lives at times unpredictable and uncontrollable, so that learning new ways of solving math problems or constructing a sentence can be the last things on their minds. But these are challenges that teachers become accustomed to identifying and trying to address with their students day in and day out. Because during a child’s years of growth, things can change dramatically in a day.

Can all students learn all things? That seems unlikely, even in this age of the internet, when we may believe that if we Google Einstein, we will understand his Theory of Relativity with no further research necessary. Good luck with that. All of us, children and adults, experience some topics that we understand more easily than others, no matter how many times our teachers, colleagues or mentors try to explain the tougher ones to us. And we have individual personal characteristics, such as tenacity or innate creativity, that help us embrace certain subjects over others. Part of a teacher’s job is to target those skills and encourage students to pursue and attain higher levels of proficiency in them.

The board of education may find that another survey taken would show that public perception of the high school was more affected by the lack of transparency and hostile atmosphere perpetrated by the previous incarnation of their board, and the administration, rather than teachers. With so many other factors creating a climate where the school population is dwindling in the Northwest Corner, from lack of affordable housing and new jobs to a dearth of public transportation to an aging demographic, it is not rational to target teachers as the reason for fewer school children in the area and to blame them for the so-called failure to learn of students who are here. 

While it may not have been the intention of the Region One school board to berate the faculty at the schools under its oversight with the video, if teachers are telling them that is how it comes across, it’s time to analyze that approach again, very carefully. Is an apology in order? Well, yes, any of us should express regret to our colleagues if we become aware that something we’ve said or done, even unintentionally, has offended or diminished them. 

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