Letters - June 11

Teachers report in

Re: “Failing Grade,” May 28-June 3

I always appreciate John Young’s perspective on education policies. He often presents an unpopular, yet insightful opinion. Unfortunately, only part of his argument about dropouts in our schools is correct.

He has the facts correct about the number of dropouts, private school salaries and the need to place more attention on students who drop out. But he has mistakenly presented the prevailing myth about dropping out that has been clearly dispelled by extensive research and our professional experience. Dropping out doesn’t occur because students encounter the “least qualified” teachers. As a matter of fact, the factors that lead to dropping out are grounded in the elementary and middle school educational experiences of students. There are multiple reasons for dropping out and even gifted students can experience the conditions that lead them to choose to leave school early.

In addition, dropping out is only indirectly related to students not having access to “highly qualified” teachers. Even highly qualified teachers often don’t have time to help all students believe in themselves, appreciate their strengths, and feel listened to. This isn’t a fault of the teacher; there are times when highly qualified teachers don’t have the additional skills to attend to students at risk of dropping, but then they don’t have the time or opportunity to gain the training they need.

In our Canada-wide “Stay in School” mentoring and peer-helping initiative, we brought 30,000 mentors together with 100,000 students. The results had a dramatic impact on dropping out, as the mentors put into practice what we called the “New 3Rs”—respect, recognition and relationship.

Dropout prevention still requires teachers who can excel at creating positive relationships with students, but the demands on teachers today brought about by poorly funded support services and cash-strapped school boards has unfortunately placed relationship building on the “wish” list rather than part of their daily reality.

Rey Carr, Victoria

Most of what Mr. Young wrote is true, but as an independent school teacher who sends her kids to the same school, I would like to point out that most of the parents are like me—regular folks, struggling to pay tuition and making sacrifices to keep them there. I make less money than if I taught in public schools, yes, but we still manage to send our kids to Pacific Christian School because it is extremely important to us; we give up on lots of the nice things in life in order to afford more than $4,500 a year for tuition.

Our school has no union, no strikes, no budget shortfalls (because the board spends within their means) and very few staffing problems. We teachers choose to earn less because we know that the working environment here is much less stressful, much more enjoyable and the sense of community is uniquely superior to anywhere else. It isn’t perfect, but it certainly beats the negativity so pervasive in the public school system.

Dalila Reimer, Saanich

As a public school teacher in Greater Victoria School District 61, I was heartsick and angry after reading Trustee John Young’s allegations. Young libelled every special-education teacher, learning-assistance teacher and behaviour-support class teacher in this district when he stated that these classes and students are taught by “the least qualified, least imaginative and least inspirational teachers.”

I have a master’s degree, a diploma in French, 30 years of classroom experience and uncounted hours of professional development. Every teacher hired to a classroom position in Victoria is qualified. No one gets “the best classes” if he or she is not qualified. And what are the “best classes?” I spent 10 years with children who could not talk, walk, or do self-care. All those kids were my “best class.”

My colleagues and I work hard to meet the learning needs of every student, while facing an ever-increasing variety of student learning and behaviour challenges without adequate support. As a learning-assistance and special-education teacher, I know that children diagnosed as “learning disabled” after psychoeducational testing get no funding for extra support.

The Ministry of Education has created a structural deficit in SD61 through underfunding the real needs of students. Trustee Young knows this; he approved the recent district budget, while I sat in the public seats, disheartened.

The 2006 census pegs the average teacher salary at about $40,000—among the highest paid members of society? Reality check time.

Diane McNally, Victoria

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Re: “Needle-X meets demand,” June 4-10

I’m horrified that we have been without a central site for over a year. I’m a registered nurse, so I’m interested in health promotion and disease prevention; I am especially interested in this situation because I have been clean from IV drugs for 8.5 years.

At 19, I was addicted to drugs and spent my days downtown, living in poverty, risk and demoralization. It was the harm-reduction workers who staffed the needle exchange and youth outreach van who helped me into detox, treatment and recovery. They offered me unconditional positive regard and as much safety as possible until I could make better choices.

I have two years of painful, degrading memories, and the only light of it was the people who helped me through. Stopping in for a clean rig and stale food at the Yates Street needle exchange, I was treated so gently by the workers there and I was always inspired that I could turn my life around.

Jane Dowe

Re: “Gourmet Comfort Food,” June 4-10

I really enjoyed this article. Being a professional cook and a devoted food lover, you really hit the nail on the head how you expressed that, after a point, skill is free—so use it. I love that! Well done.

Andrea Duncan