Book Review & Reflections: ‘Teacher’ by Gabbie Stroud
March 11, 2019
A copy of this book should be handed to anyone who expresses the view that “Teachers get so many holidays”, or “Teaching must be an easy job – look at the hours they work – 9 to 3 Mon to Fri and no weekend work.”
For much of my working life, I was a teacher. Mostly in adult education, but a couple of years as a casual primary teacher, working across ages from kindergarten to year six. So I read Gabbie Stroud’s memoir of teaching in primary schools with interest. It might surprise you to know that much of what she describes about her experiences in working in primary education in Australia and the UK, is increasingly relevant to the vocational education and training situation as it currently stands, here in Australia.
The tag line on the front cover of ‘Teacher’ reads: One woman’s struggle to keep the heart in teaching. The author’s heart shines out through her portrayal of her childhood years, her decision to train to become a teacher, her first job in an East London school, teaching in Australian schools, including in socioeconomically disadvantaged regions and in a brand new school. Her approach to teaching was all about relationship – with her students of course, and also with parents, colleagues, and her schools’ communities.
She describes her experience of burnout – an overwhelming workload, juggling time with too many things on the “to do” list, and the “stealthy encroachment of more and more demands for accountability, “evidence”, assessment grids and rubrics…A teacher could literally spend their working week creating the documentation required to teach.”
You might be thinking: Other occupations have these sorts of pressures. And you’d be right. Many people – nurses, social and community workers, doctors, aged care workers, people who work in childcare, would nod in recognition of the issues discussed in this book.
For me, the fact that these workplace issues are so widespread, makes the arguments put forward in this book more important, not less. Ms Stroud describes struggling with unsympathetic systems imposed from above, usually by people with no experience or understanding of education or teaching, and very little knowledge of what teachers, schools and students need to excel. The introduction in Australian schools of “NAPLAN” testing (standardised testing in literacy and numeracy), and a National Curriculum, are two examples examined here.
One of my favourite lines in the book is a quote from one of the author’s colleagues: “All this collecting of evidence. Evidence for everything. I feel like I work for a crime squad.” (p.221)
Sadly, this reliance on standardisation of teaching and assessment practices and “evidence” (a belated effort to stem the rise of less than reputable training organisations) has crept into the vocational education and training sector in Australia. It’s a lucrative market nowadays.
What is often lost, is the importance of relationship and heart in the teaching and learning process. Teachers and students can get so focused on their grades and on completing assessment tasks that they have little time to think about actually teaching and learning. They lose sight of what they have achieved and what they can do. As the author states, it becomes a deficit approach to teaching and learning.
I’ll leave the final word to Gabbie Stroud: “We need to contemplate not only what we should teach our children, but also how we should teach them. And we must start valuing our teachers.” (p334)
Postscript: Over the first weekend in March, my husband and I went to the Cobargo Folk Festival. It’s a lovely little festival in a beautiful part of the south coast of NSW. I was pleased and surprised to see in the program, a discussion panel called “What’s Happened to our Education System?” The three speakers were all enthusiastic, creative, professional teachers – who had all left teaching. (Though one of them, Nick Thornton, is about to return to the classroom, to focus on the educational needs of children who have experienced trauma. And the second, Kate Liston-Mills, has completed a Librarian Studies course.) The third speaker was none other than Gabbie Stroud. It was a delight to meet her and hear her speak about her experiences and what prompted her to write the book.
If you are interested in finding out more about her work, check out her website (I love the retro illustrations! Classic 1950’s twee) https://gabbiestroud.com/