Excuses

Excuses

A World Without Consequence

Tolls on the Pennsylvania Turnpike have been unpaid by non-E-ZPASS drivers for nearly a year. These tolls are no longer monitored by human toll-takers because it was too costly. It was understood that removing the cost of paying toll-takers to do this task (instead of an automated system) was be less costly—that it would save tax payers AND in fact generate revenue that may be used to maintain Pennsylvania roadways.

These were Union jobs! Jobs that were eliminated by a for-profit third party did not reduce the cost of collecting tolls. The uncollected tolls certainly did not increase the revenue that state could use to maintain Pennsylvania roadways.

Although this phenomenon was unintended, the revelation of this incident is not accidental.

Pay close attention to the story that is not told. Who benefits from this information? All of those civil servants who lost their jobs to an automated system either filed for unemployment or eventually placed a burden on the workforce.

*increased job applicants for any job creates an adverse demand for employment and impacts wages, benefits, and opportunities

Job shortages results in higher wages and increased incentives to attracted qualified employees. Conversely, a bloated job market drives wages downward and pits applicants against each other and creates a competitive hiring process.

Accidental? Perhaps. Incidental? Not at all.

Anti-union tactics have anti-human impacts.

Bus driver shortages have resulted in school boards offering incentives for parents to find alternate methods to get their children to school. This is not a handout to the tax payers. This does not come without restrictions. And this is not a payment to everyone. These cash payments to parents are designed to offset the expense of providing safe and affordable transportation for the students. The low wages are not enough for former drivers to risk driving bus loads of students in infectious conditions. As a matter of fact, the wages were insufficient pre-pandemic.

Although this may not have been by design, the result directly impacts unionized drivers. Former drivers demanded a livable wage and instead watched their positions go unfilled. This is not a strike initiated by the drivers. THIS is a blatant refusal to negotiate on behalf of the managers.

School boards are incentivizing the parents to transport their own children instead of providing safer conditions and raising the salary of their drivers.

Again, pay close attention to the story that is not told. The media isn’t misreporting the circumstances. No! The sound bites in the news simply don’t allow an in-depth look at the dynamics of the circumstance. And this here is but a tease. Dig deeper!

There are consequences the are far greater than what we first realize. Our narratives are fluid and dependent on the lens by which we view them.

WRONG! (a coVid story)

What have we learned about the COVID contagion since March 2020? Have we applied what we know now? Have we increased our precautions in light of the Delta Variant’s heightened risks?

T-minus 72 hours before students step foot in New Jersey classrooms; administrators have hailed how important the staff is to reintroducing students back into classroom instruction. School nurses warn that teachers should triage non-emergencies in their classrooms. Teachers apply their interpretation of social distancing and shared supplies to essentially discern the most compelling precautions. All of the authorities and talking heads are confident that their policies are enough to keep students safe; all this while reminding teachers about self care.

I am an educator who polled hundreds of colleagues and engaged them in conversations. Every voice I heard had very valid concerns. Even the most seasoned educators could not predict how this school year will play out. I am THAT educator who will normally proceed boldly (and not even ask for forgiveness later). But I’ve spent the past few days speaking with a variety of teachers that I work with daily. I asked them how they understand the rules pertaining to safety precautions. And despite three days of socio-emotional learning orientation, “right-to-know” training, and team building (with minimal social distancing), my informal interviews suggest that this is not going to be a safe year.

I try to remain optimistic. But I also recognize that we are as strong as the weakest link. I’ve identified some weak links. Instead of fighting with my colleagues over our varying opinions on what “safe” means, I’ve decided to plot a course for my own safety.

I observe the social media photos of how educators have positioned student desks next to one another. Yes, they have plexiglass partitions (because it seemed like a solution a year ago), but this manifestation of exclusion still puts students’ chairs within 6 inches of each other. Not to mention, the layers of plexiglass created by rows of desks prevent students from seeing the instructional board/screen at the front of the room. How long before students either stand up or peak around the plexiglass to see? Will this be conducive to social distancing?

I prepare my instruction based on the 80 students that will enter and exit my classroom fully masked and with individual supplies. I tuck the communal supplies away for now. Sadly, I’ve heard experienced science teachers argue that this disease is airborne only; and that some are still considering allowing students to share supplies like markers and crayons. So why have we been wiping down desks? Why have we shut down water fountains, wiping down door handles, and distributing individual laptops and tablets???

I prepare the individual pencil cases that the district provided for each of my homeroom students. I distribute to each desk all of the forms that must be signed and returned by parents. I arrange my classroom desks in such a way that they do not touch one another nor is their proximity from the board impeded. I took what I believe to be safe and enhanced it. I took all of the district protocols into consideration despite how difficult it will make instruction.

I take a break and survey a few more colleagues. “Do you plan on disinfecting communal supplies?” “Are you planning to use textbooks?” “Are the desks in your classroom butted up next to one another?” Not all of the responses were consistent. I’m not just planning my safe space, but I am also evaluating whether the students that will be in these other rooms for a part of the day will return with a contagion. I suppose we are all safe if their temperature is still checked at the front door, right? Even if they’re asymptomatic?

My primary goal was to keep my students safe. When they are safe, I am safe. Learning will come secondary. But my efforts are meaningless if just ONE person (administrator/staff/student) is careless. Just ONE is the weakest link.

Am I overreacting? And if so, is it alright to be safeR? Better safe than…

I don’t get hazard pay, and frankly I don’t want it. The last thing I need is to be offered extra compensation that obligates me to do things that do not keep me safe.

As I walk out of the building for the long weekend before classes start, I overhear a custodian say that their prediction is three weeks…. I pause. “Three weeks until what??” I don’t really want to know. I want him to be wrong too. I don’t want to go remote or hybrid ever again. But it’s not about what I want, is it? I don’t know about you, but there’s two things that I don’t do: (1) under-value the secretaries and (2) underestimate the custodians. And you can imagine why. There are few things that I leave to chance.

I’m wrong so often that I’m used to it. I’m probably wrong for noticing these idiosyncrasies or making any observations. But this is one of those times that I hope that I AM wrong, because if I’m not, I’m the ONE who is going to be sorry.