Like most things, there's a gaping chasm of variance between teachers that are phoning it in and teachers that want to engage their students in learning.
I know a teacher who leaves for work at 6:30am, gets home after 5:30pm most nights, cooks dinner for the family, and spends the rest of her evening marking work and preparing lesson plans for the next few days. Then there's preparing reports, which is like a 6-week lead-time task in addition.
During holidays she's definitely more relaxed, but still spends an absolute sh*tload of time preparing lessons for next term.
She's specifically on one end of the spectrum, but that's also what it takes to get a class of up to 30 students to actually pay attention and make some worthwhile progress at their schooling. She chooses it though, she loves it, she lives for it.
I couldn't do it to that degree without going insane.
I think it's also a lot more work for new teachers since they can't reuse lesson plans.
I think it's probably quite possible after a few years to be a good teacher and also not spend all your free time marking and preparing lesson plans... but it's still hard work and underpaid. I'll stick with my overpaid and stress free programming job, thanks!
Not necessarily luddites, but lack having a development team available for potential streamlining. Also the Government Department not setting the industry up to allow such streamlining (with a strong asterisk noting that such streamlining may actually be worse for learning outcomes, no matter how much better it would be for freeing up a teacher's time).
This person actually uses ChatGPT to generate report comments "around" the core themes that need to be pointed out in the report. She's said that it's saved a lot of time that would be spent on the "fluff" that wraps around the central message. I think this is one of the perfect use cases for an LLM; "fluff" generation, not the crucial message.
"Machine grading" would be something that the "machine" would have to be tuned for, which is Government Department level jurisdiction, and pretty well outside the skill set of teachers in general (I would think).
That's amazing, but all-too rare. I think teachers have a very tough job, and many (most?) of them are not very good it at. My kids have had teachers who constantly shift assignment due dates because they're not ready, half-arse their lesson planning and tell the kids to do the rest at home, and are generally unable to manage a classroom.
No, it's abusive and indicative of a failing system. We should not be celebrating overwork. If a system needs its workers to be doing double- or triple-time to function at the desired level, then the system is not working well and is on its way to failure.
She would spend that amount of time anyway, because "it's what she does".
It would be possible to achieve 90% of her results with maybe 70% of the time and effort that she puts in. But even at 70% it still would run into non-trivial "enforced overtime".
When you say preparing lesson plans, is that like printing out worksheets or is it literally planning out what the lesson is going to be?
I'm not a teacher so am obviously missing context, but I don't understand how this part isn't standardised for every teacher following the same curriculum.
It would be like asking each individual teacher to write a new textbook every year.
You have 20-30 kids with varying backgrounds, skill levels and learning habits. Some require challenges to figure out things on their own, others explicitly explanations. Some work well in a group, others need individual attention. Some go through a rough patch at home or with friends and are distracted. Some days are hot and you make no progress.
A teacher needs to respond to the dynamics in a large group of non adults, every day, every minute. You can’t plan that out in advance. Sure, experience helps to make the planning easier and to respond to situations you’ve seen before, but still, every day is different, and responding to the challenges in the last lesson requires a plan.
Experienced teachers likely have it down. Or can just use whatever was done in previous years. But you have set standards changed every 10-20 years at least. And maybe new textbook that has things in bit different order. Or there is some topical thing. Lesson planning is really looking at book and items there thinking how much time going over it with current group takes and then considering what items or things are needed in addition to reach those goals for this lesson.
If you had to make a 1/2 hour presentation/workshop, there is some planning involved even if you can just copy paste the slides and training material.
Okay, I get it now. Lesson plans are something that can only be done on the fly and are more about adapting to things outside the control of the teacher e.g. one lesson took longer due to a disruption in the classroom.
I was wondering why the people who set the curriculum couldn't just make a year's worth of lesson plans and email them to each teacher. Thanks for the explainer (to everyone who replied).
Lesson plans are inherently individual to a teacher. So even if a year’s worth of lesson plans was created and shared, and even if I thought they were good, it would still take non-negligible time for me to absorb them and mentally plan how I was going to use them.
That’s the tip of the iceberg in my attempt to explain the complexity of teaching.
> It would be like asking each individual teacher to write a new textbook every year.
This is quite an appropriate way of putting it. It is like that, but there's no real specification as to the quality and length of said text book.
Some teachers create a textbook of stick figure drawings. Others create a textbook of coherent progressive storylines that build on each other using a logical set of figures and well-labelled diagrams that explain the concepts and outcomes that cater to different learning styles.
Now I'm getting out of my depth a bit, as I don't pay a huge amount of attention to the detail of her work, but I believe there is (much?) more opportunity for re-use of materials from one year to the next, thus minimising custom work. But I also believe that she prefers to do it all "custom" for her own (perfectionist? obsessive?) reasons.
It probably depends on the country, but in my country (Germany), the government only defines outlines of what knowledge and skills the students are expected to acquire. The teachers are expected to design a specific curriculum to convey these skills (though obviously constrained by outside factors, most prominently the available set of textbooks).
You’re going to get meme responses about why this is the case from Americans who have never been to countries with centralized education systems, but the only reason that America doesn’t do this is our strong federalism and decentralized, local, education system.
I know a teacher who leaves for work at 6:30am, gets home after 5:30pm most nights, cooks dinner for the family, and spends the rest of her evening marking work and preparing lesson plans for the next few days. Then there's preparing reports, which is like a 6-week lead-time task in addition.
During holidays she's definitely more relaxed, but still spends an absolute sh*tload of time preparing lessons for next term.
She's specifically on one end of the spectrum, but that's also what it takes to get a class of up to 30 students to actually pay attention and make some worthwhile progress at their schooling. She chooses it though, she loves it, she lives for it.
I couldn't do it to that degree without going insane.