Dear Editor:

What could have easily been presented as an earnest and heartfelt suggestion for education reform has come across as a terribly naïve and hurtful diatribe, pointing the finger at (who else?) those pesky, ignorant teachers.

Although I have not a single aspiration to become a lawyer, doctor, accountant, or work in any other profession Ms. McGuigan deems worthy of esteem, I still foolishly consider myself to be “bright and hard-working.”  I’m also smart enough not to expect everyone to carry my perspective on education. However, unlike Ann, I don’t believe that composing a negatively-worded and judgmental letter is going to spark the progressive overhaul that’s desperately needed in American public schooling.

While I won’t argue that I didn’t have any of my own personal frustrations with the banality of some of my education courses, I would be lying if I didn’t say I felt inspired and challenged with others. That being said, I have the sneaking suspicion that I would have felt that way regardless of what I was studying.

If anybody expects to go to college for four years and graduate an expert in their field, they are presented with a massive reality check before too long. I didn’t register for classes under the impression that I was about to receive a neatly wrapped tool kit on how to be a fantastic teacher. During the process of my residency, I learned and grew more in a day of teaching than in my years as a student. Rather than curse what you consider my poor education, I quickly realized that there is no reasonable way in which a four-year program can prepare someone for the reality of being an educator, and it’s ignorant to write a shamelessly critical epistle when you fail to recognize the fact that the majority of how someone learns to teach happens when they’re actually standing in front of a classroom.

While there are, of course, crucial topics that need to be addressed, discussed, and introduced during the undergrad experience, teaching happens to be a vocation where the most knowledge comes from experience and on-the-job training. A cynical outsider can argue that we are sending woefully unprepared teachers into the hot seat. Fortunately most educators (who consider themselves to be lifelong learners) understand that with every class and every year there will be growing pains and opportunities to change.

I’m happy this letter has opened up a dialogue about a critical issue, but it bothers me that it has done so because of its biting tone. As an instructional assistant and a soon-to-be teacher, I hope the flippant way the author demeans the very people who care the most about students is something that can stay out of future discourse.

I am eternally grateful for the “slackers, idiots, and crazies” who have chosen to devote their lives to educating us Wyoming idiots. As an aspiring teacher, I can’t wait to take my unrelenting optimism and continue to believe I’m actually in a position to make a difference in a part of the world. I understand that in doing so, I run the risk of being judged by the large handful of people like Ann, who’ve got it all figured out and will continue to dish out advice lined with hurtful stereotypes.  That little slice of reality doesn’t bother me so much, but that’s probably because I’m a future teacher...I hear they’re not so bright.