Confessions of a Bad Teacher: Why I Left my Dream Job
Mary Flegler
77832

I think you found your new calling, writing!

I would be willing to bet that much of the experience articulated in this article applies to many teachers currently teaching. I taught product design and design research to college aged students for 13 years, at three separate institutions and where there were many differences in from teaching grade school students and college ages students many of the rules of engagement, as described are the same.

In the article you had mentioned the use of technology several times, from having to be taught how to scroll down to take attendance to the distracted competition of media and cell phones between the teacher and device (this will only become more of an issue with younger and younger students.

I would argue that the ‘Technology’ phenomena has become a bit paradox. The very tools being developed and being used within academics and otherwise are defining a new context moving forward.

I am sure that much of your life preparing for teaching, never foresaw some of the very things that are currently happening to disrupt education as we knew it from education that is evolving and will address the future. Many of the experiences that were cited in the essay, are becoming more and more teachers everywhere.

I wouldn’t be so quick to discount your dream job of teaching, but maybe now that you have experienced ‘failure’ you could have more insight into helping create better perspectives to new ways of teaching and learning. Walking into a classroom and being accosted by a massive societal change (via technology) is something no one could have prepared for.

Through my years of teaching I often exclaimed; “Teaching is a crime of passion!” . You started with the grit required to be a teacher but now its time to get back up on the horse. I suggest you reconsider, where you really a “bad teacher”? or more realistically a ‘student of teaching’ that simply had few failures, that required new perspective, allowance for more time to understand from experience and maybe a finer definition of what teaching really means to you.

One clap, two clap, three clap, forty?

By clapping more or less, you can signal to us which stories really stand out.