Are Teachers, as a profession, for too sensitive of criticism?

I think anyone is sensitive to criticism- you just probably come across teachers more than other professions.

About the same as everyone else I'd say.

I think it often has more to do with their actual ability...

when you work in a profession where everybody is an expert from 60 year olds to 13 year olds, even those that didn't work at school and didn't pass any exams, who blame teachers for their own inadequacies and have never taken responsibility for their lives.

I suspect that some teachers are sensitive but not overly so.

I would also like smaller top sets so I can give them the very focussed attention they need without driving myself to a breakdown.

My changes are not dream ones but very achieveable.

zanzi I am in a good school so there is very little I would change but:
1)
I think it is daft that I teach my bottom set GCSE kids RE they need extra literacy or work based training.

2)Our bottom sets just do not work I need more support.

3)I would like in my own set to set according to attitude as well as ability

oh and I also had to take the tests in ICT, Maths and English to qualify too. I think I have about 7/8 pieces of paper that say I am a qualified teacher.

Nope. But we are too sensitive if someone sits in our chair in the staffroom. Or uses our mug...

Just reading the op

I had 4 years of a degree where I had to write essays and be criticised as to how to do better. I work copious amounts of lessons plans whilst on teaching practises, was observed and given feedback as to how to improve by teachers, tutors and the head teachers of these schools.
Once graduating I then went on to do a probationary year where I had to attend further training sessions, I was still being observed and being given feedback and having my planning scrutinised.

Once qualifying (after 5 years of training) I was still being observed by my deputy and head teachers and other members of staff depending on the focus of attention for that half term. All this whilst negotiating parents, governors and the lovely children and all their different needs.
I always had targets and these were reviewed as to the success criteria so as far as I was concerned I was being criticised (in the 'this was good, have you though of this/tried this? way not you're rubbish and shouldn't be a teacher) in a positive and constructive way.

I think I am pretty self reflecting (how can I be better at my job?) and was very critical of myself in terms of my own personal expectations.

I agree MrsMattie.

Certainly to teach in the state sector, you'd never get beyond the first teaching practice if you were over-sensitive!

Had a brief foray into teaching a couple of years ago and I couldn't agree less with the OP. I found all the teachers I worked with, without exception, extremely sturdy, thick skinned types. They had to be. They are scrutinised from every angle - by parents, management, Ofsted etc. Oh, and by their pupils!

Even a class of 20/22 makes a huge difference compared to 30.

Yes, but we're allowed to dream, aren't we, UnquietDad? And to envisage changes that would take many years to implement.

The title was not: what changes would you like to see at no extra cost to the taxpayer?

All well in theory, racingsnake - but if you halve class sizes you need double the teachers and double the classroom space. Which means huge investment, over many years, in teacher training and school rebuilding programmes.

Looking at my children's primary school, there simply wouldn't be the space to have 14 classes of 15 rather than 7 classes of 30. It's a Victorian school with 7 classrooms round the edge of the hall. Where would they go?

Wot Unquietdad said at on Fri 23-Jan-09 23:33:17.

And it is the rent-a-gob parents that are heard the most, unfortunately.

Three thing I would change to improve education:

1. Start formal education at 6 not 4
2. Halve class sizes. Whatever the gov't says about class sizes having no effect on chn, I am sure I would teach 16 better than 32
3. Reliable ICT that works, so that the teacher cn use it to open up the world to the classroom, entertain and inspire

Actually, I like these ideas! Might start a thread and see what everyone else thinks.

OP: charges

I don't have charges. I have girls, pupils, students...

I don't have to babysit. Maybe that is where the problem lies. Too many people regard us as nothing more than babysitters. They believe that they know best. Hmmm.

...increasingly high-profile following the -overdue- sad demise of KS3 SATs.

And can also be used more generally, as Raven describes.

Assessing Pupil Progress - it is a taught lesson, followed by an assessment, that really focuses on specific English assessment skills so easily identifies what individuals/a class then need as their next learning areas. Tis very good indeed.

Happy to tell you more if you're interested!

Zanzibarmum - APP = 'Assessing Pupil Progress'.

It's being rolled out in core subjects (English, Maths & Science).

For English, it basically means that instead of marking a piece of work & giving a general level, you look at specific assessment focuses (eg. paragraphing), but over a range of work.

It's very precise & evidence based, but it's also cumulative, so that it informs your teaching as you go

(eg. 'OK, very few of my year 7s used paragraphs for effect, I'd better re-visit that')

Probably only fun for sad individuals like myself & janeite...

What is APP?