The teacher’s lounge has memory. Everyday, shifts of teachers filter in and out on their breaks. These spaces are often windowless with industrial tables and chairs, and double as prep space as well. A variety of food smells mingle in the air, and student work brushes up against plates at the tables where teachers share their stories. These are gathering spaces that often have a sardonic mood about them.
Teaching is an isolating profession. Teachers are usually the only adult in their classroom all day. No one understands truly what the day in the life of a teacher entails but other teachers. This is why teacher lounges become safe spaces for venting and sharing stories. These conversations can add levity to their day, camaraderie with others “in the trenches.” But once the bell rings, they each go back to their rooms and shut the door. The stories stagnate in the air, catching wind by the next group of teachers on their break. All day, the break room holds the stories of things gone awry, students gone wild with excitement or despair, parents who called to disparage or encourage them, administrators watching for missteps and opportunities, and before you know it a dichotomous culture has been born from this isolation. It’s “us versus them,” maybe even us versus everybody.
This traditional approach to teaching and learning where teachers work in isolation, disconnected from their peers, adults alone with a sea of children or adolescents all day except for a 30-45 minute reprieve also has bred a culture of self reliance. You are hard pressed to find a teacher who isn’t skilled in logistical planning, multi-tasking, and creative problem solving. However, you will also find teachers who are lonely, don’t ask for help when they need it, and work harder rather than smarter.
As we have learned through the pandemic, isolation can lead to a plethora of mental and physical health problems. We see the evidence in our schools today with the number of teaching position vacancies in our schools. In Michigan alone, this number has more than doubled over the past 10 years (Kilbride, 2024). Today, we are also seeing less college students pursuing careers in education (Kraft, 2022).
But what if the teaching and learning profession were a collaborative endeavor? What if teams of teachers regularly shared classrooms, instructional duties, worked together to meet all student’s needs, and communicated with families to engage the community? What if teachers weren’t isolated, would the lounge now become a place to refresh in order to give their best to themselves, their students, colleagues and families? Could this dismantle the “us versus them” dichotomy?
We have been talking about the need to teach 21st century skills to students for nearly 25 years. These skills include the 4 C’s: Critical thinking, creativity, collaboration, and communication (Hummel, 2024). We can’t expect our children to be prepared for adult life when our school systems aren’t modeling the skills they need. We could solve so much of what ills our educational system today by focusing on the 4 C’s.
Imagine IEP meetings where teams collaboratively solve problems and create plans that support student growth. Imagine teachers excited to go to work each day because they get to share the joy of learning with others. Imagine schools where all families felt welcomed and engaged. The possibilities are endless.
What memories would our teachers’ lounges now hold?
References:
Hummel, B. (2024, May 9). What are 21st Century skills? A Comprehensive CTE Solution. https://www.icevonline.com/blog/what-are-21st-century-skills
Kilbride, T., Rogers, S., & Moriarty, J. (2024). Michigan Teacher Shortage Study: 2024 Report. Education Policy Innovation Collaborative. https://epicedpolicy.org/
Kraft, M.A., and Lyon, M.A.. (2022). The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction over the Last Half Century. (EdWorkingPaper: 22-679). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/7b1a-vk92