Wrong Division
I recently read a strategic analysis of the teaching profession (see page 8 re classroom teachers) that described a “divide” between younger teachers entering the profession and old-time union-placard-wielding teachers. Historically, teachers have certainly been as guilty of them vs. us as fifth graders picking teams on the playground. On a bad day, a teacher might have a parents them, a policy makers them, and/or a media them. But I really do not believe that there is a “divide” between younger and older teachers enough to be a them vs. us. What I do see is a growing isolation built out of self-preservation. As good old Maslow said, we have a hierarchy of needs, and personal security/safety come far before respecting others. Today’s fiscally risky climate builds fear in any teacher’s heart. And some teachers, fearful that they will fall prey to the budget axe, may speak out loud in broad generalizations about a teacher them. As teachers who know the veracity of good ol’ Maslow, we should have the wisdom to hear insecurity speaking when we hear it. We should also be able to point it out as insecurity when speaking to the media them.
But beyond the PR side of this, I want to dig deeper into this purported “divide.” As a teacher who cut my 
teaching teeth on purple-ditto-fluid-sniffing eighth graders, I am old enough to be on the old age end of this supposed “divide.” Yet why do I find I enjoy working with young teachers– and they with me? Why am I energized by their enthusiasm and are they eager to ask for my suggestions and experiences with this kind of student or that kind of parent or this difficult curriculum area. They even ask for my ideas for maximizing learning using technology. AGE and/or experience do not create a them. I don’t think of myself as “old,” nor do they treat me that way.When among teaching colleagues, I feel we are ageless. Only the moments when they refer to their high school years remind me that we are a generation apart. As teachers, we are absolutely together. I do not fear that they talk about me behind my back, as “divided” teachers surely would. We are in this together. For the kids.
As politics and financial crises continue to take their toll and send us back to primal levels on Maslow’s hierarchy, I hope the community of the teaching profession can avoid being split into them and us by changes to pensions, certifications, salaries, and all the other personally threatening safety/security changes that loom. Our kids cannot afford to go to school in a “divided” world of teaching and learning. Anyone who seeks to promote that divide is doing far more damage than a group of fifth graders choosing sides. We teachers — older, younger, and ageless– need to think about how we work together and take advantage of each other’s wisdom, just as we ask our students to do.
Candace, the premise of a divide may come from a clear timidity to embrace technology by the ‘older’ set, versus the lack of understanding curriculum and classroom management workings of the ‘younger’ group. Like you, I hate to think that there is a divide, but I have observed it in schools. It’s subtle, for the most part, so I don’t feel it’s detrimental to our students. It’s great to see the tech-savvy teachers help their peers; it’s great to see teachers who’s ‘been there’ help with discipline and curriculum matters. Are they given opportunities to do so? I frankly feel there needs to be more professional development moments where the two ends of the experience spectrum can come together and do more sharing. There is rarely built-in time to share with each other. Those moments would help close any divisive gap.
Candace, you may be on the purple-ditto end of the spectrum, but you could be adopted into the digital native family because that is where you definitely fit!
Comment by Rhonda Lane Phillips — March 11, 2011 @ 5:14 pm