The entire tone marks the writer as someone who does NOT want to be convinced that there could be anything positive about MPS. Further, she prefers to believe certain things about teachers that simply aren’t true, and has no idea about all of the meetings, paperwork (that legally must be completed), and afterschool required activities for teachers. That does not include all of the extra discretionary hours teachers put in to prepare special projects, just to try to make the lessons more interesting and inviting for the students.

This writer shows no awareness that the students, and their families, have an obligation to prioritize their education, and do their part. Students come without their materials, without proper clothing, without being properly dressed and cleaned. Every year students come to kindergarden without even knowing how to use the toilet. Their small, precious bodies are subjected to lead & fed processed foods devoid of nutrition. They often were neglected as infants, starting a trajectory that leaves no chance of normal brain development. They witness violence, abuse, poverty and all the worst the city has to offer. Many of the children have medical issues, as well. Asthma, sickle cell anemia, ADHD, the list goes on and on. Teachers exhaust themselves trying to be all they can for these children, but have to send them home to the same environment.

My students tell me about the friends who have been shot. They tell me that they spend the night sleeping on the floor because they can hear the gunshots outside. I’ll never forget the little girl who cried and asked if I would be her mother, because her mother just lost custody of her that morning. These students are often more concerned about survival than algebra.

Perhaps students could and would learn, in spite of all of this, if they understood that it is their responsibility to learn. We teach, we definitely teach! We wear ourselves out teaching. But all of our efforts will not and cannot force a single fact or understanding into a child’s brain, if the child does not put forth the effort.

In an environment where writers like this one wish to blame all of the problems of the city on the very people who are actually trying to make a difference, these children never learn that they need to do the work. They need to listen, stay seated, practice writing, memorize the math facts, and do all of the other things that a person needs to do in order to learn.

I’m glad that I took some time in my life to teach. I know I made a difference for so many students. Soon, I will leave and start another career. There were some who wanted to learn. At the same time, I have watched my peers work fewer hours, and get paid more than twice as much. Every year my job becomes more dangerous. Worst of all, I am tired. I am tired of pouring my heart into my job, and then to have all of our efforts dismissed on the radio, television, and by writers like the one here. What has this writer done to help. Has he/she ever volunteered on a regular basis, to come in and help these children with CD, LD, ODD, etc.? Has she ever demanded from our legislators to know why each student in the Port Washington School District is allocated over $13,000 every year, while the MPS students are allocated under $6,000? Why are these children worth less? Why does their value depend upon their address? Why are the “haves” given more and the “have-nots” given less? Why is the writer angry at teachers, instead of a system that punishes the poor? Why isn’t she spending her energy trying to make a difference. Lord knows, the teachers are.

If we had the power of the almighty Lord and Savior, perhaps we could singlehandedly make all the changes this writer desires.

But we are not.

We are doing all we can.

Dear writer, it is your turn. What are you doing?