4 teachers have quit this week, and it’s only Wednesday
Guest post by Quinlan O’Grady
I saw a post on Instagram the other night that stated “4 teachers have quit this week, and it’s only Wednesday”. I was shocked at first, but that quickly turned into a resigned acknowledgment of the current situation. It seems that since March 2020, teachers have been leaving the profession at unprecedented rates, seeking other opportunities that can utilize their degrees in education or leaving the field altogether. Whether you are a teacher yourself or someone outside of the field, you might be able to speculate why: stress due to the pandemic, increased mandates and measures being implemented, juggling in-person and remote learning, personal health and safety of our own families, concern for our students’ health, safety, educational and social development, and the list goes on. It can be very disheartening as a teacher to see this narrative, be it in the media or in their own schools.
Personally, the past two years have changed my perspective on teaching and learning in ways I had never expected. Of course, I have seen some of my colleagues make the transition out of the classroom, which I completely understand. But I’ve also seen my colleagues rise to challenges we never could have predicted. I’ve seen preschool teachers manage to keep a group of fifteen four-year-olds engaged in a read-aloud over Google Meets. I’ve seen our Physical Education teacher present an entire Holiday Showcase to our families with performances from each grade level, virtually. I’ve seen Special Education teachers provide support, modifications, and accommodations for their students in virtual Breakout rooms. I’ve seen brand new teachers transition into an “in-person” classroom for the first time after an unprecedented virtual first year of teaching. I’ve seen veteran teachers who claim they are “not good with technology” utilizing multiple educational technology platforms with ease. I’ve experienced my entire school community coming together to make sure our students had access to reliable internet, technology, and hands-on learning resources throughout the virtual and hybrid experience.
All this goes to say that although teachers were not ready for the challenges we faced, we were readied by them. As always, teachers made a way where there was no way for their students. We made sure that they still were engaged in learning, provided opportunities to continue their social development through a variety of new classroom models, and welcomed them with open arms back to the “new normal” once the school doors reopened.
I think it is time that teachers recognize their role in keeping things moving forward over the last two years. Maybe it is ok that things no longer look “normal”. Maybe we’ve grown and challenged ourselves in ways that we never thought possible, but our students have been the direct beneficiaries of that growth. I know that each one of you has a handful (or several) of students who got through the pandemic knowing that they were able to log on to their Google Meets or Zoom and have the chance to see your smiling face greeting them each day despite everything going on. I know that there are students that can feel your smile radiating from behind your mask when they step into your room each day.
I also think it is time for teachers to acknowledge that we are human! It is ok to be burnt out, to be overwhelmed, or to be frankly uncertain what the next day, weeks, or months will bring. More teachers need to be comfortable with reclaiming their own time to do things that fulfill them on a personal level and bring them peace and happiness. I highly suggest sitting down and making a list of things, people, and places that bring you that peace and happiness. Be it meditation, working out, connecting with nature, joining a book club, trying new spots around your city…whatever that looks like for you, do it! Schedule these things for yourself as diligently as you plan lessons for your students! You cannot expect yourself to shine for your students if you do not nurture the light within you.
My other suggestion is to have as much grace as possible for yourself and your students. We have all gone through so much. I know each district and the school building is different, but I encourage teachers to step away from the lesson plan, albeit for a few moments each day and connect with their students on a social-emotional level. My morning meeting and movement routine was always an integral part of my classroom, but now it has become sacred to our classroom community. My students crave that time to interact with each other in a safe but social environment, where they know they can share what’s on their minds and hearts and feel supported by their teacher and their peers. I use this time to determine where my students are emotionally and physically, taking this into consideration for my interactions with individual students and the class as a whole for the remainder of the day. You never know who needs just a little more attention that day, or maybe even a little more space. Adventure 2 Learning has wonderful Yoga, Movement Breaks, and Breathing techniques that I utilize on a daily basis during this time with my students.
There is no telling what the next few months may bring for our schools. But what I do know is that teachers will keep rising to the challenge, keep developing and evolving for our students, and keep ensuring those entrusted to our care grow to their highest potential. But keep in mind that the best teacher any student can have is one who is happy and healthy. The grading, the lesson planning, and the data analysis will always be there. Prioritize yourself, your rest, your happiness! Model these self-care and mental wellness check-ins for your students through a morning or afternoon meeting! It is ok to step away every once in a while and refill your cup before you return to pour into everyone else’s.
Quinlan O’Grady is currently a 4th/5th-grade teacher at Schmid Elementary School in Chicago, IL, where she has been teaching for 11 years. Quinlan has a Master’s in Education from Boston College. She is currently a Ph.D. candidate in Special Education at the University of Illinois at Chicago, as a cohort member of Project SURGE, Special Education Urban Research for Greater Equity. Quinlan has served as a Curriculum for Equity reviewer, new teacher mentor, and demonstration classroom within Chicago Public Schools. She is also a 2021 recipient of the Golden Apple Award for Excellence in Teaching and will be taking a sabbatical this Spring at Northwestern University. When not in the classroom, Quinlan loves to travel and spend time with family and friends.
