One of the nicer aspects of blogging, is being able to vent without making a big fuss in real life. Sometimes it's wiser to avoid big fusses.
In general I like my job. I love my job. The job comes with students (which I like most of the time) and collegues (same comment). Some collegues are not really my kind of people, but I think it's quite possible to work well together, each one having his own opinion. Different teaching styles are good for students, and some classes work well with one teacher and not with another. That's life.
But when I arrived at school, after a long and heavy night of teacher's meetings about students, where the first results of the year are discussed with the whole team, one of my collegues 'warned' me. She thought I should make sure the grades I gave got better, or I would be in trouble. I couldn't judge my students on their behavior by making the tests too hard. *sigh*
She got me by surprise. I teach religion, and it's the first year where they actually have tests about knowledge, not just expression of opinions. They're not used to study for it. They think that, as long as they explain something in their own way, everything will be alright. That's not my style. I think opinions are crucial, but not free of responsability. You have to know what you talk about before judging. How can you criticize bible, holy scripture and interpretations of it, without knowing how it is composed, in what context, what the difficulties with it are? Yes, there is some theory to study. And if they don't, chances are little their answers to my questions will be correct. It takes a little bit of effort.
In that particular group, most students hadn't done the effort. They thought remembering what was being told in class would be enough to get them through. It didn't, so the results were bad. And even if it's true they're behaviour is not how I would like it to be, it was one of the most objective tests I made. Another group had the same one and even though they were far from perfect either, the results showed there that having a good grade was possible.
But that collegue just hit me by surprise. She has never been in my class, she never looked at the test I gave, she just assumed that, if the scores were low for everyone, it should be my fault. And the principle, oh yes, she knew him well, he would talk to me about that. And she thought the group was doable and I should be careful not to create an atmosphere against me. *sigh again*
Even though I'm younger, I've had my share with difficult groups. And I work with the same principle for three years now, and traditionnaly results are not amazing at the start. Sometimes desastruous, yes. But my bosses trust me and they showed. I can honestly say I raised the standards in my domain. It was their decision to put me with the younger students this year. I guess they knew very well that the first grades of the year would be shocking to some of the other team members, as it would be to some students. But they also know they get used to it, and in general students and even parents are happy with how everything turns out.
She doesn't have the right to judge me. I know she does. When I was ill, I tried to give some meaningful task students could do in my absence. One of them was watching a movie (animation, for children, yes!) I use in my lessons anyway. Why not use movies if I can plan my lessons around it? These days, children's minds work with images a lot more than twenty years ago. It may seem 'easy' for her, but it was to help teachers who did my replacements: kids love movies, and it's just pushing the play button. I would make the comments afterwards. Of course she gossiped about how unmeaningful my task was. *triple sigh*
I can't stand that sort of behaviour, but I let it pass. I was not in the mood for long discussions. Doing my rant here, is enough. But I know next time she tries to lecture me about how I teach and what grades I give, she might get an answer she doesn't expect...