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The $160,000,000 Gorilla Behind the Scenes
A comment to our David versus Goliath posting expressed doubt that the Ontario teachers’ unions get involved in the grassroots side of provincial elections. Here is evidence that the Catholic teachers’ union is already mobilizing the troops.
The same commenter asserted that the unions are not the primary cause of the problem, since they do not decide what teaching methods and curriculum are used. This is of course true in a direct sense, but nevertheless the unions do have a powrful influence in this sphere as well.
Since the unions favour small classes (small classes = more teachers), they therefore favour individualized teaching methods that can’t possibly work in large classes. Individualized teaching methods are of course one of the hallmarks of the progressive approach. Other aspects of the progressive approach also appeal to unions, in that they generate additional teaching personnel (ie, more union members). For example, modern teaching methods generate a lot of students with learning difficulties that necessitate resource teachers, consultants, and other interventions. The fact that so many students struggle in school allows the unions to make the case for all-day junior and senior kindergarten = a bonanza of new union members. All in all, progressive teaching methods are very favourable to union growth.
Because the progressive approach is beneficial to the teachers’ unions, they work behind the scenes to encourage its use. The unions are very influential throughout the education world. This paper, for example, shows the institutionalized power they wield in the faculties of education. They are similarly influential in the Ministry of Education, the Ontario College of Teachers, and the school boards.
I’m not saying that the ministry and the school boards would drop progressive methods like a hot potato if the unions backed off. However, I think a case for research-based methods and curriculum would have a better chance if the unions were less powerful.
—we need to know what’s really going on…
Sorry-I disagree-
I talk to teachers regularly because part of my job is calling 4-5 school boards a day -where I actually have extensive conversations with teachers across Canada,other than Saskatchewan and B.C,I feel I have a sampling.
The teachers and supervisors I speak to are told what to do by Ministries-it is their boss.They follow those guidelines.
Many teachers in those jobs have earned their stripes and they agree about what does not work when I say it-they cannot initiate that, but many will confirm that in their experience they have seen what works and what does not.Yesterday I spoke to one Principal of student services for example who said she was also trained as a Montessori teacher and that in those years it was only the occasional child that wasn`t reading by Grade 1-Now-we line them up.They talk how there is not a PENNY to buy anything.I say-the Literacy Secretariat has managed to eat all additional funds that should be going to schools and kids.It`s another layer of very thick bureaucracy here in Ontario over and above the ones that exist above that.
In my experience,sorry-Pollyanna here-teachers are very very well intentioned.Show them how and what works and they`re all over it.We neglect them that way too-in their training.
There are many problems,but in my naive view-they stem from the Universities who advise the Ministries-Ministries always seek the advice of Universities.
In one province that is slashing budgets they are investing in reading intervention curriculum for their schools at the Ministry level,they are dumping Reading Recovery-not enough bang for their buck-
I just don`t see the above point.