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February 24, at Of my 10 years teaching, 8 of them have been at charter schools in various states in the US 2 years Washington, DC, a half a year in Wisconsin, 4 years in NYC, and 2 years in Tennessee.
In addition to charter schools, I spent a year student teaching at a non-profit school for students with social and emotional disabilities and a year teaching abroad at an international school in Italy—so I think my experience gives me somewhat of a broad picture of different teaching situations.
Mainly my schedule has been: My teaching day begins at 7: In addition to that, what is not reported is that I generally arrive a half hour ahead of time to prepare and leave a half an hour to one hour after school in order to clean-up, prepare for the next day, etc.
In addition, I generally have hours off the clock a week at least spent lesson planning, working on IEPs I teach special educationcreating materials you create a LOT of materials for primary-age special needs childrencalling parents, coordinating with other teachers, etc.
That school day started for students aged 4 at 7: Weekly lesson plans for each subject were generally pages long in our grade level we were each in charge of one subject area not including student materials that we had to prep.
Total that was about pages of lesson plans that we were committing to memory a week.
I worked extremely long hours at that school—on a few occasions I left school at 2 am—I held hours that were similar to a Wall Street banker minus the paycheck!
In addition, I have throughout my career usually taught enrichment classes or coached sports after-school—so add another hours a week for that. Although my current school requires less in terms of planning requirements no pages of less plans a week—thank Godthe student needs I encounter are more intense.
I currently have no scheduled lunch break I eat lunch with my students or break at all. It is a very difficult job and I have already been through 2 assistants this year who simply could not hack it or keep up with the demands of the job.
I have only had one real summer in my career of teaching i. And so, this is my last year teaching. I am quite simply exhausted and I want to enjoy the life that other professionals take for granted getting to go to the bathroom when you need to going to the bathroom, having a lunch break, having some control over your schedule, getting to enjoy weekends and my loved ones.
Thus, I am completing my doctorate in ABA and start my own practice as a therapist and hope that this will help me have a more balanced lifestyle. It kills me though that teachers are so undervalued yet our very society relies on them so much that without them we could not function.
Few people can do the job that I do—work in a severely under-served community in Memphis, TN—lots of violence with the most in-need children severe autism who have intense behavioral difficulties—I have seen others try and fail.
It is not for the faint of heart—it is very challenging and important work. Please try it then. Just because you were a student yourself does not mean that you can teach.
It is waaaay more nuanced than most people realize. Especially when you are working with underserved or special populations.Cassandra Clare is the #1 New York Times and USA TODAY bestselling author of Lady Midnight, Lord of Shadows, and Queen of Air and Darkness, as well as the internationally bestselling Mortal Instruments series and Infernal Devices rutadeltambor.com is the coauthor of The Bane Chronicles with Sarah Rees Brennan and Maureen Johnson and Tales from the Shadowhunter Academy with Sarah Rees Brennan.
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