“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
― Haim G. Ginot
What do you think will reduce the churn rate of teachers?
Being a teacher is an incredibly tough, tiring, frustrating profession that also brings great joy, excitement, and a sense of fulfillment. Yet we continue to hear about the numbers of teachers leaving the profession in the first five years, and more recently the lack of people applying for leadership roles, particularly at the Principal level (though the recent Principal Wellbeing survey results I think are indicative of one reason why that may be).
If this is the case, how can we improve the process by which we educate our teachers through their initial training? How can we strengthen it to ensure they have not just the knowledge of content, curriculum, pedagogy, educational philosophy and history, but also how to empathise with students, de-escalate situations, recognise student well-being issues and not only know what to do procedurally, but what to do in the classroom or the playground in the moment? How can we screen those who are entering initial teacher education programs to look for best fit without the feeble increase the entry ATAR requirements?
I have seen over the last few years a number of articles that are pointing towards the use of avatars and virtual reality training such as is outlined in this 2010 Inside Higher Ed article, and this article from VR ROOM in 2016, and finally, this Market Watch article from 2017.
One problem with this scenario is that in all of the articles that I have seen where this is addressed, the classroom is very traditional with the teacher at the front and some very stereotypical student mis-behaviours. It does not allow for the teacher to get alongside the students, to deploy some basic classroom management skills such as the simple use of presence or nearness. Additionally, where the students are performed by actors who are in a building nearby, they are trying to work against the teacher and may push well past where an actual student would.
These systems also seem to presume that the classroom in which all teachers practice are simply those with the teacher at the front of the room giving a lecture. While this does happen, I have never met a teacher who only stays at the front. There may be a lecture component, but then the teacher is moving around the room, working one-to-one wit students, answering questions and providing assistance. This system of training teachers could potentially, therefore, embed poor practices before those teachers have even entered a classroom.
I do not know what the solution to reducing the churn rates within teaching is, but I do not think that using avatar and virtual reality simulations is it. More support in the early years, job security, mentoring, better respect from the broader community and less blaming of teachers and education for the ills of society would all go a long way.
What are your thoughts on reducing the churn rate in teaching?