… drying up and losing numbers.

Unlike most parents of students, citizens who graduated decades ago, or taxpayers who never sent their children to public schools, the people who have gotten the most intimate view of how public school teachers in North Carolina have been really been (dis)respected by lawmakers are those students who matriculated in classrooms since 2010.

Especially any student who ever had an inkling that teaching might be the profession that he or she might want to pursue.

If any person feels the stress of having to see beloved teachers leave the classroom because lack of a competitive salary or professional respect, it is a student who is in our public school classroom right now.

This state is teaching our students from a very young age that being a teacher in North Carolina’s public schools is not a worthy calling to pursue despite what propagandized message lawmakers want to send.

Ask students how many of their teachers did not return to their schools the following year.

Ask students if they had more then one teacher for a single subject in a school year or a long-term sub.

Ask students if they ever felt like they were measured by a single test score and that their futures relied on that test score.

Ask students if they feel like a lack of support structures in their schools hurt their ability to learn.

Ask students if they felt like their classes were too big and didn’t have enough materials.

Ask students if they think being a teacher in a North Carolina public school pays enough.

Ask students if they think that being a teacher in a North Carolina public school offered respect.

Ask students if they have watched a school board meeting this past year.

Ask students if they ever wanted to be a teacher but saw how their teachers were treated and changed their minds.

This state says it is recruiting teachers and wanting to retain them.

In actuality, they have been discouraging public school students from becoming teachers for years.


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Clarence Choe