Feedback is valuable, but teachers don’t need second-guessing
There are moments in life when we all find ourselves driven to distraction by someone who insists on giving unsolicited advice, even when they’re not the one behind the wheel. “There’s a stop sign.” “You’re too close to the curb.” “That car is turning.” “Slow down.” These kinds of comments can be frustrating, especially when they come from someone who’s not in control of the situation.
When this happens, there are typically three responses, and none of them are particularly productive. The driver might nod and ignore the feedback, start doubting their own decisions, or end up snapping, turning the rest of the ride into something resembling a dramatic showdown from “Game of Thrones.”
This kind of second-guessing is not unique to driving. In fact, it’s a common issue in many professions, especially in education. Imagine a field where people constantly question the expertise of professionals—people who once attended third grade and now believe they know how to teach. That’s not how it works. Even the most skilled educators sometimes doubt themselves, but they don’t need parents, school administrators, or politicians to step in and second-guess their decisions.
It’s important to distinguish between constructive criticism and unnecessary interference. When concerns arise, honest questioning and dialogue are essential and helpful. However, when parents, principals, and legislators replace the professional judgment of teachers with their own doubts and opinions, it becomes problematic.
Not everyone should be teaching, and that’s something I’ve learned over the years. During my 27 years representing educators, I’ve had some difficult conversations about this very topic. Teaching is a demanding profession, and it requires a level of skill and dedication that many people don’t fully understand.
Parents play a crucial role in supporting their children’s education. Many do so effectively, acting as true partners with teachers. They ask questions, challenge ideas when necessary, and provide support where it’s needed. When conflicts arise, they listen to their children but also seek out the teacher’s perspective to get a complete picture.
Good teachers are among the most patient individuals on the planet. If that weren’t true, they wouldn’t survive an un-air-conditioned room filled with 30 seventh-graders right after a PE class. That’s real patience and incredible courage.
Before parents begin second-guessing teachers, they should remember the challenges of the pandemic, when many children were isolated and had to learn through screens. During those months, kids often reenacted video game battles instead of focusing on reading, writing, and arithmetic. Teaching is hard, and it’s not just about delivering lessons—it’s about connecting with students and helping them grow.
Parents and teachers need to communicate openly, but that doesn’t mean second-guessing. I’ve been in meetings where the principal gave instructions while the teacher wasn’t allowed to speak. Parents were treated like customers, which created a hostile environment and destroyed any potential partnership. When parents are seen as customers, it sends the wrong message—that they are always right, which isn’t the case.
Some principals are exceptional and provide real support to teachers. However, others think that teaching is too hard and believe that being a boss is easier. Those individuals should consider other careers.
I’ve also spent time in meetings where principals constantly second-guessed teachers. They would force educators to defend their lessons while refusing to listen and then offer their own suggestions on how things should be done. It was clear when the critiques weren’t legitimate. I would ask the principal to demonstrate the technique they suggested in front of a real class. More often than not, they claimed they were too busy with administrative work to make time for such a demonstration.
Public schools and teachers have become a political wedge for some Republican politicians. They spread doubt and fear about what’s happening in classrooms to gain support from their base. These leaders act as if they know more about teaching than actual educators, making grand statements about public schools before ever consulting with real teachers and administrators. They interfere with curriculum and push one-size-fits-all solutions to problems that don’t exist. They also favor private schools over public ones.
Classrooms are spaces filled with dreams and possibilities. We need to protect those dreams from being undermined by constant second-guessing.
Bruce Lear lives in Sioux City. He has been involved with public schools for 38 years, teaching for 11 years and serving as a regional director for the Iowa State Education Association for 27 years before retiring. Contact: BruceLear2419@gmail.com
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