A criticism heaped on teachers, support staff, and school leadership teams is that teaching is an easy job, generating far too many rewards. I have heard people say that teachers should go and get themselves a ‘real job’. Letters to newspapers regularly decry teachers as being too well rewarded for the tasks they undertake.

There are some, of course, who appreciate the in-depth nature of teaching and education: sadly, the view that teaching is superficial appears to be held by many people.

Many students and parents appreciate ‘their’ teacher. However, in media releases and public statements about schools and teachers, there are far more brickbats than bouquets. Criticism is often harsh and strident, with acclamation of teaching positives being restricted to acknowledgement on World Teachers’ Day.

What is entailed

Teaching is far more than what is visible to the public. In fact, ‘teaching’ is a small part of the educational equation. Detailed planning, preparation and programming, taking many hours, precede classroom teaching and direct engagement with students.

Beyond teaching, there is the recording of outcomes (testing, measurement and assessment), review and then the considerations of revision and extension. These educational elements go well beyond teacher and pupil interaction in the classroom.

To be continued