Con’s cryptic statement alluding to the possibility of a negative experience in Taxpayer’s early schooling prompted me to re-post this article which was first published on March 26, 2008.
A comment left today under “Outrage” struck a nerve with me. The comment described a teacher in the elementary school who is “emotionally cruel” to young students. The comment went on to say that other teachers who are aware of the abuses by this teacher have taken some action to bring this to the attention of the administration. But I have no other knowledge of this other than an understanding of the impact of such behavior, if it indeed exists.
There is only one teacher in my experience that fits the description of “emotionally cruel.” I have had many fine and supportive teachers and mentors from day-one in elementary school through college and graduate school during my 23 year-stint in formal education. These teachers have given me wonderful gifts. Yet this one teacher, my 2nd grade teacher Mrs. Golding, stands out in my memory for the negative impact she had on my life – manifest mainly in my attitude and confidence as a student. The last time that the attitude surfaced was in my senior year in college. I was attending Psychology 101 in early October because I was required to take a ‘Biology’ course to graduate. I was repelled by the treatment of another student in the class by this aberrant professor. I was so bothered by this ‘psycho’ that I did not return to the class until I received a mid-term F in March in the final months of my senior year. I then became brutally aware that, if I did not pass Psychology, I would not graduate from college; nor would I be able to accept the full fellowship to graduate school that I had been offered. During later reflection on this situation, l recognized that my behavior was linked to a deep-seated hatred for that rare teacher that practiced “emotional cruelty” with students – the male professor was the resurrection of my 1st grade teacher Mrs. Golding. The class was a large class of over 100 students. In spite of the skeptical chiding of fraternity brothers, I took the only remaining opportunity I had to pass the course by aceing the final with the second highest score in the class. For years after this, I had a reoccurring nightmare that I had failed the course and had not graduated.
I don’t remember the details of the treatment I received from Mrs. Golding. I remember only that I was continuously picked on by this teacher. One physical piece of evidence is preserved in my 2nd grade report card (this is why we have mothers) which shows that I was absent for more than a quarter of the school year. I was terrorized and would not go to school and my mother protected me by allowing me to stay home.
I had assumed that I was the only victim of this terror. However, a few years ago we were visited by my early childhood friend, Judy, whom I hadn’t seen for forty years. While we were reacquainting ourselves, Judy asked if I remembered Mrs. Golding. Judy was a year older, but we were together in Mrs. Golding’s which was a class of 2rd and 3rd grades held together. She described receiving the same brutal treatment that I had received in that class. This was made even more poignant because both Judy and I had had polio together. I vividly remember playing with her in the front yard one summer night at the ages of 4 and 5, respectively (I can date this by where we were living). About a week later Judy came down with paralytic polio and nearly died. I had a flu-like disease but suffered no paralytic consequences. [Years later I took a position with the FDA division that regulated vaccines. Since I was going to work with poliovirus, I was tested for immunity and discovered that I had an extreme antibody titre characteristic only of someone who had been infected with the natural poliovirus.] … Back to Mrs. Golding’s class, imagine poor Judy in leg braces struggling with crutches to the chair in the corner of the classroom where ‘bad’ kids were sent.
Another symptom of the situation in 2nd grade was my inability to comprehend math, namely addition and subtraction. I vividly recall the week that Mrs. Golding was out sick. The substitute took me aside and gently explained how addition and subtraction worked, and within a few minutes the mental block was gone. The paralytic shame I felt as a six-year old had blocked my ability to think logically. I carried the scars of my 1st grade experience with me throughout my academic life compounded by the fact that I was severely dyslexic and could not read aloud. Even today I read below 200 words per minute.
There is a good ending to all of this. In college I started to use my right brain faculties more and more. I was especially good at calculus (don’t ask me to tell that disturbing story) despite my inability to add and subtract in 2nd grade. By graduate school, I could envision and conceptualize the macromolecules I was working with like DNA, RNA polymerase, and messenger RNA working together to produce a protein. Things fell into place and several years into Johns Hopkins, I knew exactly what I was going to do. At that point I never looked back and forgot about Mrs. Golding until Judy brought her up again.
There’s no question in my mind that teachers and mentors play a powerful, seminal role in our lives that is perhaps even more important than our parents (outside of the genetics that they pass on to us). But one bad seed can do a lot of damage to a lot of impressionable kids.
Here’s another article that mentions Mrs. Golding and comments that confirm.
John
Teaching is a very difficult profession to do well. A corporate manager can have a bad day once in 5 years, snap at a co-worker, apologize, and life goes on. A teacher can snap once at a young impressionable student and alter that child’s school career.
Teachers are somewhat powerless to take on ineffective colleagues. If a teacher is aware that another is, for example, assaulting a student, that teacher would be morally, ethically, and professionally obligated to turn the other teacher in. If one teacher just feels that another teacher is ineffective, incompetent, or just mean-spirited, there’s not much that can be done. It would also be a bad idea to encourage co-workers to turn one another in without repeated observation and documentation of concerns/problems.
It is difficult to create a positive, supportive professional environment for educators while at the same time catering to state and federal mandates, keeping within budgetary restrictions, and meeting the needs of every student. Then there is the added difficulty of placating that one parent who believes the school is picking on their student and the group in every town that wants to see the education budget slashed.
I’m a teacher because I remember the teachers who cared and knew how to teach. I can fortunately say that I only remember one teacher (a college professor, actually) who set an example of how not to inspire students.
JK, I tried to make it clear the Mrs. Golding was a rare example of the kind of teacher that can injure students. I also understand how difficult it is to remove this kind of teacher. Nevertheless this kind of teacher should be exposed if only to send the message that hopefully will be constructive. Teachers have had a powerful positive impact on me, and I think we should show the vast majority who deserve it … the upmost respect.
And lets remember that the teachers union protects the likes of Mrs. Golding.
JK, you mention the difficulties of catering to mandates, do you find it equally difficult to be a professional working under the blue collar mentality of a union?
Rosebud: My hackles rose when I read your phrase “blue collar mentality.” I know some “blue collars” who are pretty sharp. I know, also, some “professionals” who are largely ineffectual. The discussion does not advance with the use of derogatory generalizations.
I son has told me the following about the “bad” elementary school teacher. 1) she has favorites and calls the students at home to ask advice on what clothes she (the teacher) should wear. The following day, the rest of the class hears about the phone call with her “favorite” of the week and the favorite is praised. Those children who don’t sing loud enough or don’t seem interested are subject to public humiliation and their lack luster enthusiasm is pointed out to everyone in the class. The children are advised, that if the teacher singles out a specific student for a gift, that if “thank You Miss” is not said right away, that the gift is snatched back, and the child doesn’t ever get the gift offer again. This teacher also tells the children to make sure and sell the music CD’s or get parents to buy CD’s because otherwise they woill not get a shot at winning the donated electric guitar. I have other comments from other parents and other children that sound like this woman is in a 1950′s time warp. I agree with “Stewing”. that she is abusive. I think though,that she is not someone that anyone wants to deal with.
I don’t think of “blue collar mentality” in terms of being “sharp” or not, but I do think of it in terms of how someone views work, which is largely about punching in and punching out. Its not about making it a career or a giving back to society. Its often just about getting a paycheck. That is not to say that they are not sharp or do not have a sense of pride about their work. In fact, one of the housekeepers who has no education beyond high school, and at first glance appears mentally simple, happens to be one of the most well read persons I know. He knows everything and anything about US History and puts me to shame whenever I have the pleasure to converse with him.
Regardless, I work in an institution that is highly unionized and there is a certain mentality that pervades and disinigrates the professionalism in many people. Perhaps the term “blue collar” to describe this mentality was a mistake. Please accept my apologies Harry.
Until I read Oliver’s remarks, I seriously had no idea which teacher was being referred to here. I was curious this morning (after reading Mrs. Golding/before Oliver’s post) and I asked my oldest two children if any of the kids say that one of the teachers at school is mean. I also asked them if they had a teacher who is mean. My second oldest (middle) had no idea and is under the impression that there are no mean teachers at WES, so I’m thankful for that. I guess he hasn’t yet had the sort of experiences mentioned above. I hope that he never does.
My oldest had very definite ideas as to one teacher that he’s heard “lots of kids” say is mean. He reported to me that this teacher has never been mean to him so far but he has overheard a thing or two.
I came back to the cafe here just now thinking I might have a comment to add based on what my oldest reported. Turns out he was talking about a completely different teacher than the one Oliver mentioned!
My youngest is only in Pre-K and I have nothing but glowing remarks and high praise indeed for her pre-K teacher. My two youngest have both been through the pre-K here and have had the same teacher. She has done nothing short of work miracles with both of them. I mean that sincerely. She has made an amazing difference in both of their lives. One of them no longer even needed an IEP after one year in her classroom. No need for services of any kind after having needed early intervention/birth-to-three from the age of four months on. That woman walks on water in my eyes. I’m grateful that my children have had the likes of their pre-K teacher to start them on their educational path. I can only hope that her influence and that of teachers like her will far outweigh any negative influence should any of my children cross paths with a teacher of a different ilk.
John:
I understand your point…I was really sharing your concerns.
Rosebud: I think the folks who punch in, punch out, and go home would do that no matter what their job is. It really doesn’t matter if you’re an unskilled laborer, a teacher, a doctor, a computer programmer, a machinist, a carpenter, etc… Some people take pride in their work, some don’t. I’ve hired contractors to work on my house. Most of them did excellent work because they cared about what the did. One obviously wasn’t concerned about what he did.
Oliver,
Thank you for your comments. Although they are sad, I have to admit, the behavior you describe is so outrageous I almost choked on my Red Bull smoothie with laughter.
I did verify this information as true with my child who has noted the same behavior. Unbesmirched, he laughed as well and said, “told ya so”.
This column seems more gossip than information – I would be careful targeting a teacher based on childrens’ complaints of a teacher being “mean”.
I mean these kids haven’t met the likes of Sister Berchalter. (Whoops.)
Parents who have concerns with teachers should try to meet with that teacher and and administrator. If there are real issues, they need to be documented.
I have no idea if the concerns expressed about a teacher on a web chat site are true, nor will they make any situation better.
Show me the best teacher ever, and I’ll show you a teacher who has made a mistake, and has a student and a parent willing to testify to that.
Show me a teacher who has never upset anyone, and I’ll show you a teacher who would rather give a good grade and say nice things rather than challenge a student to challenge themself.
Show me a parent who would rant on a web site instead of dealing with an issue on a personal level and I’ll give you another reason to get a Masters degree and get a 6 figure salary rather than get a Masters degree and teach.
well said JK.
Well said JK, but then, you have never dealt with the teacher in question, or gone back and forth with what was said afterward via your child….sometimes “lets all talk about it and be reasonable” just doesn’t work.
Come to think of it JK, you seem to be making excuses for her. Furthermore, I wouldn’t say anyone here is ranting and why do you assume that no one has spoken to her already? By the way, for working 181 days a year, this teacher is probably making the equivalent of a six figure salary.
JK is right – an anonymopus blog is not the place to address concerns with a specific teacher, when it is clear some readers know who the individual is or can figure it out. This is very unfair – teachers are not elected public officials. I would ask the Cafe Administration to exercise some judgement and editorial discretion here. Please.
Wait:
You’re just wrong. I’m making no excuses.
My point is simply that this is the wrong place to settle issues concerning teachers. We don’t have all the facts, and even if we did, this is still the wrong place.
And that’s a new one, teachers make the equivalent of a 6 figure salary now. They don’t work at all most of ‘em. Please spare me the tired old rhetoric about teachers’ salaries and how little they work and how overpaid they are. They’re all rich and driving a different luxury car every day of the week.
I think we can safely say that this matter has been brought forth to the attention of the right people. I think we should leave it at that. The purpose of the article was to speak to an issue that has always concerned me based upon my personal experience. It was worth bringing up but it was not an indictment of teachers. Teachers in general deserve our respect. When I decided to pursue academic research, the motive was not to get rich and the outcome is evident. It was to have an impact on knowledge and understanding (maybe this can be seen as an ego trip, but me thinks not). It’s no different for teachers.
John –
Your last completely misses the point.
It is not generalized criticisms of teachers, unions or public education policy, there is plenty of that here and it is fair game.
It is the targeting, by anonymous contributors, of one individual teacher that is the problem. I know one teacher who was praised here recently, and who was unnamed, but who is uncomfortable having his/her professional skills speculated about on this site. These teachers are not elected public officials, they are employed professionals, and have administrators to review thir performance on a professional basis – not on the third-hand word of children or local gossips.
The lack of an editorial policy for the Cafe has long bothered me, precisely because it allows anonymous, personalized and distasteful criticism of individuals who are not elected public officials. Apologies after the fact from “Admin” provide poor redress to those subjected to abusive language or personalized accusations. Prevention based on a sound, well thought out and publicized editorial policy is the key.
The Cafe has for too long blurred the distinction between a gossip column and an issues forum. The above comments are evidence of the problem.
Since we are looking for a new direction in our conversation, I thought I’d take an exerpt from Barack Obama’s website that discusses his opinion and plan on some of the educational issues we have been discussing.
Problem
No Child Left Behind Left the Money Behind: The goal of the law was the right one, but unfulfilled funding promises, inadequate implementation by the Education Department and shortcomings in the design of the law itself have limited its effectiveness and undercut its support. As a result, the law has failed to provide high-quality teachers in every classroom and failed to adequately support and pay those teachers.
Students Left Behind: Six million middle and high school students read significantly below their grade level. A full third of high school graduates do not immediately go on to college. American 15 year olds rank 28th out of 40 countries in mathematics and 19th out of 40 countries in science. Almost 30 percent of students in their first year of college are forced to take remedial science and math classes because they are not prepared.
High Dropout Rate: America has one of the highest dropout rates in the industrialized world. Only 70 percent of U.S. high school students graduate with a diploma. African American and Latino students are significantly less likely to graduate than white students.
Teacher Retention is a Problem: Thirty percent of new teachers leave within their first five years in the profession.
Soaring College Costs: College costs have grown nearly 40 percent in the past five years. The average graduate leaves college with over $19,000 in debt. And between 2001 and 2010, 2 million academically qualified students will not go to college because they cannot afford it. Finally, our complicated maze of tax credits and applications leaves too many students unaware of financial aid available to them.
Barack Obama’s Plan
Early Childhood Education
Zero to Five Plan: Obama’s comprehensive “Zero to Five” plan will provide critical support to young children and their parents. Unlike other early childhood education plans, Obama’s plan places key emphasis at early care and education for infants, which is essential for children to be ready to enter kindergarten. Obama will create Early Learning Challenge Grants to promote state “zero to five” efforts and help states move toward voluntary, universal pre-school.
Expand Early Head Start and Head Start: Obama will quadruple Early Head Start, increase Head Start funding and improve quality for both.
Affordable, High-Quality Child Care: Obama will also provide affordable and high-quality child care to ease the burden on working families.
K-12
Reform No Child Left Behind: Obama will reform NCLB, which starts by funding the law. Obama believes teachers should not be forced to spend the academic year preparing students to fill in bubbles on standardized tests. He will improve the assessments used to track student progress to measure readiness for college and the workplace and improve student learning in a timely, individualized manner. Obama will also improve NCLB’s accountability system so that we are supporting schools that need improvement, rather than punishing them.
Make Math and Science Education a National Priority: Obama will recruit math and science degree graduates to the teaching profession and will support efforts to help these teachers learn from professionals in the field. He will also work to ensure that all children have access to a strong science curriculum at all grade levels.
Address the Dropout Crisis: Obama will address the dropout crisis by passing his legislation to provide funding to school districts to invest in intervention strategies in middle school – strategies such as personal academic plans, teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time.
Expand High-Quality Afterschool Opportunities: Obama will double funding for the main federal support for afterschool programs, the 21st Century Learning Centers program, to serve one million more children.
Expand Summer Learning Opportunities: Obama’s “STEP UP” plan addresses the achievement gap by supporting summer learning opportunities for disadvantaged children through partnerships between local schools and community organizations.
Support College Outreach Programs: Obama supports outreach programs like GEAR UP, TRIO and Upward Bound to encourage more young people from low-income families to consider and prepare for college.
Support English Language Learners: Obama supports transitional bilingual education and will help Limited English Proficient students get ahead by holding schools accountable for making sure these students complete school.
Recruit, Prepare, Retain, and Reward America’s Teachers
Recruit Teachers: Obama will create new Teacher Service Scholarships that will cover four years of undergraduate or two years of graduate teacher education, including high-quality alternative programs for mid-career recruits in exchange for teaching for at least four years in a high-need field or location.
Prepare Teachers: Obama will require all schools of education to be accredited. He will also create a voluntary national performance assessment so we can be sure that every new educator is trained and ready to walk into the classroom and start teaching effectively. Obama will also create Teacher Residency Programs that will supply 30,000 exceptionally well-prepared recruits to high-need schools.
Retain Teachers: To support our teachers, Obama’s plan will expand mentoring programs that pair experienced teachers with new recruits. He will also provide incentives to give teachers paid common planning time so they can collaborate to share best practices.
Reward Teachers: Obama will promote new and innovative ways to increase teacher pay that are developed with teachers, not imposed on them. Districts will be able to design programs that reward accomplished educators who serve as a mentor to new teachers with a salary increase. Districts can reward teachers who work in underserved places like rural areas and inner cities. And if teachers consistently excel in the classroom, that work can be valued and rewarded as well.
Higher Education
Create the American Opportunity Tax Credit: Obama will make college affordable for all Americans by creating a new American Opportunity Tax Credit. This universal and fully refundable credit will ensure that the first $4,000 of a college education is completely free for most Americans, and will cover two-thirds the cost of tuition at the average public college or university and make community college tuition completely free for most students. Obama will also ensure that the tax credit is available to families at the time of enrollment by using prior year’s tax data to deliver the credit when tuition is due.
Simplify the Application Process for Financial Aid: Obama will streamline the financial aid process by eliminating the current federal financial aid application and enabling families to apply simply by checking a box on their tax form, authorizing their tax information to be used, and eliminating the need for a separate application.