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Teachers

She asked her 3rd graders to design custom Squishmallows. Then she brought each one to life.

One by one, Ms. Zhou sewed 27 unique plushies herself, each complete with a hidden heart.

Ms. Zhou brought each of her students' Squishmallow designs to life in her free time.

As a teacher, Jess Zhou knows that lessons are not confined to academic curricula or instruction. Kids are always learning, and the interactions and experiences they have with teachers help them grow and gain confidence in their abilities far beyond the classroom.

That's one reason why Ms. Zhou took advantage of the time after the school day ended, as her third graders were waiting to be picked up, to create a unique experience for her students. Zhou asked them to create a custom Squishmallow (a popular plushie that have been all the rage), and then, one by one, she brought each of their designs to life by sewing them herself. It took the better part of the year, but every student got to take home a Squishmallow they'd personally designed.

 

Zhou shared with Upworthy how the project came about:

"I have been making custom graduation gifts for students over the years, but it was a lot of cramming to do it within the last month of school, so I decided to create one a week this year and document the process. I was inspired to use the Squishmallow shape because I noticed students were talking about how they liked to collect Squishmallow plushies.

Back in October 2024, I gave students a blank page and asked them to design their own Squishmallow character and describe their personality traits. They didn't know at the time that their designs would come to life as plushies. I did most of the sewing on weekends and used scrap fabric I had accumulated over the years to make the plushies.

It was definitely a big surprise when the first Squishmallow emerged out of the box, and each student got an adoption ceremony where their design was revealed in front of the whole class, and each student got to put a felt heart inside their plushie before it was sewn shut (akin to a build-a-bear experience). They also got to sign an adoption certificate. All 27 plushies came to life by the end of the year!"

"This project in particular was about empowering students as designers," Zhou tells Upworthy. "Students got to appreciate each step of the design process, and students got to see their work as masterpieces rather than just assignments."

Zhou says the kids are now excited to design other things as well. "I want students to develop real-world skills that will set them up for later-life success," she says, sharing that she has also taught her young students about voting, taxes, and AI literacy.

Part of the project was also repairing the Squishmallows if they break. They went to "the hospital" if that happened, and Zhou fixed whatever wounds they had, from missing eyeballs to torn seams.

Zhou also demonstrated thoughtfulness and generosity for her students when another teacher reached out after seeing one of her videos and asked if she knew where to find a wedding Squishmallow. The teacher was a Squishmallow collector and was preparing for her own wedding, so Zhou created bride and groom Squishmallows for her based on designs from that teacher's students.

 

Zhou teaches in Los Angeles and shared that the last school year was a tough transition for the students as their previous school site was shut down and two schools were combined. "This was a big change for students because they had to get used to the new school and make new friends," Zhou says, "so the plushies created a special bonding experience because it brought the students together and allowed them to make core memories at the new school."

In fact, she says that two of her students had created similar designs for their plushies, which can sometimes cause tension as the students accuse one another of copying. "But after the adoption ceremonies, these girls told me that they collaborated on their designs and that their characters were 'sisters,'" says Zhou. "These girls had come from different schools in 2nd grade, and after working together on many school projects, they became good friends in 3rd grade. After school, I was walking home when I heard tapping on the bus window, and the girls gestured towards their plushies, which were seated next to each other on the bus! It was a really sweet moment that they wanted to make sure I saw."

Check out how cool and diverse the kids' designs were:

 squishmallow designs, teacher creates custom squishmallows, squishmallows, toys, teaching, kids Like very student, every Squishmallow is unique.Image courtesy of Jess Zhou

 

So many teachers go above and beyond the call of duty to give their students an education that goes far beyond academics, and Ms. Zhou is a prime example. This next school year, she will be moving up to middle school to teach STEM, and surely those students will benefit from her creativity and dedication as much as her younger students have. We wish you the best in your new position, Ms. Zhou!

 students, teacher, squishmallows Ms. Zhou with some of her students and their custom squishmallowsPhoto courtesy of Jess Zhou

It takes a village, as they say.

People who work with children—teachers, coaches, mentors—are often beloved by the kids they serve, especially if they're good at what they do. Those caring adult relationships are important in a child's life, but they can also lead to some awkward situations as kids learn appropriate ways to show affection to different people. A baby might cover their mother's face with slobbery kisses, but other adults may not appreciate that very much. As kids grow, they learn what's okay and not okay, not just from their parents but from the village of adults in their lives as well.

A perfect example of what that looks like was shared in a video showing a swim instructor at the end of a swim lesson with a toddler who hugged him and then went in for a kiss. The hug was expected and welcome—"Thank you, Mila. I love Mila hugs!" the swim coach said. But when she started to go in for a kiss, he immediately pulled back, gently saying, "No, no kissy. No kissy 'cause I'm coach. You only kiss Mommy and Daddy, okay?"

The little girl looked a bit dejected and started to cry, and he quickly gave her an acceptable alternative. "Okay, hey! High five!" he said, while holding up his hand. "High five 'cause we're all done!" She calmed right down, gave him a high five, and then he moved on to clean-up time.

Watch:



His expression at the end of the video says it all—he knew that was a teachable moment that could have gone very wrong, but he handled it with clear professionalism and toddler-friendly expertise. People loved seeing such a great example:

"So sweet... I sometimes have young clients who want to give kisses and it's so cute but you do have to tell them "no" because it's an important boundary to learn. Not everyone wants kisses!"

"On top of knowing not to do it to other people, it also teaches them for themselves that other people shouldn’t be just giving them kisses."

"The kid is absolutely adorable but that coach is on another level. Creating the boundaries while keeping it cool and recording the whole thing so the parents are extremely comfortable. Dude is setting a hell of example."

"It sounds like he's got a good balance between encouraging her growth and setting appropriate boundaries. Kids can be incredibly affectionate, and it's important to gently guide them in understanding what's suitable."

Jake Johnson Fox GIF by New GirlGiphy

"I also think it’s important for the parents’ comfort that a grown man swimming with their young girl isn’t overstepping boundaries/being predatory. From the outside looking in, it’s hard to know for sure when something is innocent or not. It’s better to just stay away from those situations as a whole."

"The little girls I used to babysit always tried to give me kisses (they were between 2-5) and I had to tell them that I’m not related to you, so you can’t kiss me. You can hi-five or hug me, but no kisses! They still give me running tackle hugs when they see me!"

A few commenters pointed out that some cultures see kissing as totally acceptable, as it's frequently used as a friendly greeting for people of all ages and genders. But even in those cultures, boundaries based on relationships and contexts are important to learn, and it's helpful when adults help teach those lessons so it doesn't all fall on the parents.

Well done, Coach. Thanks for giving us all such a fabulous example to follow.

This article originally appeared in January

Teachers

Merit-based pay for teachers is a ridiculously absurd idea, and insulting to boot

The idea that schools should be run like businesses fundamentally misses the goal of education.

Education isn't a business, and teachers don't need merit-based incentives to do their best work.

In the ongoing question of how to educate the masses in the modern age, some ideas are worthy of serious consideration and some are not. Merit-based pay for teachers falls in the "not" category.

Entrepreneur and previous presidential hopeful Vivek Ramaswamy has been making the rounds on news programs advocating for merit-based pay for teachers. Ramaswamy claims that "pay for performance" is what businesses in the private sector do, and says, "There's no reason we shouldn't be running our public schools in the same way."

Oh yes, there are many reasons why we shouldn't be running our public schools this way.

1. Things that are not businesses should not be run like a business

Businesses are businesses. Governments are governments. Schools are schools. The idea of of running any of those things like any of the others is just silly, no matter which way you try to do it. Imagine saying a business should be run like a school or a government. Makes no sense, right? Having been both a teacher and a business owner, I can tell you that educating children and running a business are night and day endeavors, and what applies to one has nothing to do with the other.

The goal of a business is to make money by providing consumers a product or a service. The more money you make, the more successful your business is. That's a pretty simple equation with simple definitions. The goal of a school is to make sure that children and teens gain the knowledge and skills they need to enter the adult world and be a functioning, contributing member of a society.

But what does that entail? And what does "educate" even mean? Who decides what skills and knowledge are necessary for the masses to have, and how do we go about making sure each child and teen learns those things? These are questions education specialists have been asking for centuries, and the answers aren't cut and dry. Education itself is complicated, and measuring education is even more so.

2. Measuring "merit" and "performance" of teachers is incredibly complex

Let's say we were going to go ahead with merit pay for teachers. How do we measure it? How do we determine what makes someone a high-performing teacher vs. a low-performing teacher?

In a business, we have Key Performance Indicators (KPIs)—measurable things we keep track of to see how we're doing. A KPI might be a quota or a percentage of growth or something else numerical that can be put into a spreadsheet and charted to see performance or progress.

What kind of KPIs would teachers have? Number of lesson plans? That's going to vary by teacher and subject. Number of hours spent teaching? That's already predetermined. Quality of teaching? Based on whose methodology or subjective perspective?

We'd have to use measurements such as student test scores, grades, or other assessments to which we try to assign numbers, which are already controversial in and of themselves. Tying teacher "merit" to those student scores is inherently problematic for several reasons.

3. It ignores inherent advantages and disadvantages in different schools and districts

Tying teacher pay to student outcomes assumes a good teacher = good student test scores/grades and bad teacher = poor student test scores/grades. But people who actually have experience teaching hundreds or thousands of kids will tell you that's not how the math works out. There are incredible teachers who bend over backward for their students and pour their entire heart into teaching whose students struggle to perform well on tests or get good grades. And there are teachers who don't have to make a big effort because they work in wealthy districts where parent involvement and resources means students will almost assuredly score well on tests regardless of the quality of teaching.

Schools and school districts vary by degrees that would probably shock most Americans if they saw the discrepancies. It is patently unfair to reward teachers who live and work in districts where students have every advantage, from the latest technology to private tutors, and punish those who work in districts where families struggle just to put food on the table and students have to navigate the perils of poverty while trying to learn.

teaching, classroom, teachers, merit pay for teachersEducation is as much an art as a science.Photo credit: Canva

How to best measure student outcomes is already a big question mark in education. Tying them to teacher pay as a measurement of "merit" just adds another unnecessary layer of complexity to it.

4. It incentivizes the abandonment of disadvantaged students

If you're a teacher and your pay is tied directly to student outcomes, where are you going to want to teach? In a school district in a wealthy district where parents have the means to pay for tutors, high property taxes ensure schools are well-funded, and kids have plenty to eat? Or a school district where kids come to school hungry, parents may not be as engaged, and schools struggle to get the resources they need? Which student outcomes are going to mean a better paycheck for you as a teacher?

Merit-based pay means well-off school districts with higher student scores will get more teacher applicants, and can therefore be more selective, and will therefore perpetuate high student outcomes even more.

5. It incentivizes 'teaching to the test' and discourages other learning

Some student learning is easily measurable with a standardized test and some is not. Math? That's easy to measure. Rote memorization of facts? Sure, test it. But how well a student understands historical implications or grasps lessons learned through literature studies or are able to appreciate a work of art or can apply what they've learned to real-world situations? Those things are a lot harder to standardize or measure. Teaching is an art and a science, and teachers know that learning growth is neither a linear process nor a purely numerical one. There's so much progress that teachers can see that a test can't measure what gets lost when test score "outcomes" are overemphasized.

And what about grades? For many subjects, grades are subjective, so if teacher pay is tied to grade improvements, that's just asking for grades to be even more subjective. Even if merit-based pay for teachers resulted in improved test scores or grade measurements on paper, that doesn't mean the quality of teaching or education has actually gone up. It just means the focus has shifted to measurable learning, often to the detriment of equally important learning that's harder to measure.

Ramaswamy has said that merit measurement would also include things like parent feedback and peer assessments. But those kinds of assessments are wildly subjective and rife with gaming potential.

6. It's insulting to the majority of teachers who are already doing their best

There will always be teachers who are willing to work in lower income districts because they love kids and they love teaching and they're doing it for the good of humankind. In fact, I'd say most teachers fall into the category of doing it for the love of the work, which is also why merit-based pay is ridiculous. The merit-based pay idea is based on an assumption that most teachers aren't already doing their best. Teachers want to be paid what their work is worth, not compete for who gets better pay based on measurements they only have so much control over. The idea that throngs of teachers are just phoning it in, and that they'd only work harder or perform better if there were some kind of merit-based incentive to do so, is insulting.


I'm not claiming to have all the answers to improving education in the United States, but the idea that educator performance is the primary problem is a claim made by people who have never set foot in a classroom as a teacher. There are lots of solutions that can and should be tried, but merit-based pay for teachers isn't one of them.

Teachers are quitting in droves for a variety of heartbreaking reasons.

When I was a child, I used to line up my dolls and stuffed animals on my bedroom floor, pull out my mini-chalkboard and in my best teacher's voice, “teach” them reading, writing and arithmetic. Pretending to be a teacher was my favorite kind of imaginative play. In college, I majored in Secondary Education and English and became an actual teacher. I loved teaching, but when I started having kids of my own, I quit to stay home with them. When they got to school age, I decided to homeschool and never went back to a traditional classroom.

I kept my foot in the proverbial school door, however. Over the years, I’ve followed the education world closely, listened to teacher friends talk about their varied experiences and written countless articles advocating for better pay and support for teachers. I've seen a teacher burnout crisis brewing for a while. Then the pandemic hit, and it was like a hurricane hitting a house of cards. Teachers are not OK, folks. Many weren’t OK before the pandemic, but they’re really not OK now.

education, classroom, elementary school, students, teachers, teachingAn empty classroomCanva Photos

A recent poll from the National Education Association found that 90% of its members say that feeling burned out is a serious problem, 86% have seen more teachers quitting or retiring early since the pandemic began and 80% say that job openings that remain unfilled have added to the workload of those who are still teaching. And more than half of teachers say they will leave the profession earlier than they had planned. Some surveys show that being a teacher is even more likely to drive burnout and anxiety than being a healthcare worker, and that's saying something.

I checked in with several dozen teachers who have quit recently or are close to quitting, and the response was overwhelming. Over and over I heard the same sentiments: I went into teaching because I enjoy working with kids and I want to make a difference. I love teaching. I love my students. These are teachers who throw their whole heart into their work.

So why are they quitting? The reasons are plentiful—and heartbreaking.

Low pay is an issue many of us think of when it comes to teachers, but it's not the main thing pushing teachers to quit. One teacher told me that in his school district, garbage collectors make $10K more per year and have better benefits than teachers with graduate degrees and a decade of experience, but that wasn't his primary reason for wanting to leave. There’s no question teachers deserve to be paid more—a lot more—but teachers don’t choose to become teachers for the money, and most don’t quit because of the money, either. It’s the issues that make the wages not worth it.

(Many school districts are adopting 4-day school weeks in an effort to entice more teachers to join up and stay. It helps with pay-related issues, but doesn't solve many of the other problems.)

teachers, teacher pay, teachers quitting, education, public educationA teacher holds an "I quit" signImage via Canva

One of those issues is a lack of recognition that teachers are actually highly skilled professionals. “Paying teachers like we are professionals would go a long way,” says Bonny D., an educator in Idaho, “but really it's about trusting us to be able to do our work. Many teachers have Master's degrees or have been teaching for many years, but still aren't listened to or considered experts when it comes to helping students succeed.”

Jessica C. has taught middle and high school English in three different states and resigned in December. She says she loved working with kids and designing curriculum, but she finally left after seeing more and more teacher autonomy get stripped away as standardized testing became the primary focus.

“Despite my years of experience across multiple states and my two graduate degrees in education, I felt like nobody with any real power believed I was actually competent at my job,” she says. “I saw evidence that my students were growing as readers and writers, but at the end of the day the only thing that mattered was hitting a certain number on those state assessments. It was really disheartening to feel like nothing else mattered but that test, and that even though the test itself doesn't resemble any real-world reading or writing skills in any way, it was supposed to be the focus of all of my instruction.

teachers, teacher pay, teachers quitting, students, tests, standardized test, education, public educationstudents taking a testImage via Canva

“But let's not forget,” she added, “I also wasn't allowed to look at it at all or even really know what was on it or how it would be scored.”

California elementary school teacher Ann B. shared a similar sentiment: “Teaching over the past decade has lost its charm and sparkle. So many mandates, broken systems, top-down management from people who haven’t spent much time in the classroom made it difficult.“

Sarah K. teaches high school history and AP psychology in Tennessee. Unlike most of the teachers I spoke to, she is having one of the best school years of her career, but she shares concern for the state of public education in general. “I think a lot of teachers feel attacked and are afraid and are feeling like the job can't be done anymore,” she told me. “As a society, we have lost our ability to trust each other, and it is manifesting itself in not trusting teachers to teach, do their jobs and follow our hearts to love and inspire kids.”

In addition to micromanagement from administrators, classroom control from legislators and demonization from parents, I had two teachers share with me that they’d been through a school shooting. ESL teachers from different states shared that their school districts refused to put resources toward programs that would help their students succeed and basically told them that those students didn’t matter. Other teachers feel like their own lives don’t even matter.

students, teachers, teacher pay, education, teachers quitting, school administrators A teacher talks with a school administrator Image via Canva

“A teacher passed away from COVID in January in a different building,” says Jenn M., a 14-year veteran teacher from Pennsylvania. “The kids had the day off. The teachers came in and had no directive of what to do. We got tested for COVID, and that was it. I literally feel like if I die, nobody in the district would care about me. I want to feel important and impactful at work.”

And then there's the mental load that has always existed for teachers but has definitely been exacerbated by the pandemic. Teaching is not 8:00 a.m. to 3:30 p.m. with the summers and holiday breaks off. That’s just not how it works; not for any teacher I’ve ever known. And it's taxing work on every level. You’re working with dozens if not hundreds of kids every day. You care about them and their well-being, you’re trying to teach them whatever your subject is but also helping nurture them into fully functional human beings. You have constantly changing expectations coming from every side.

teachers, teacher pay, teacher exhaustion, schools, students, teachers quittingAn exhausted teacherImage via Canva

“Teaching is all-encompassing,” says an elementary school teacher from New Mexico who wishes to remain anonymous. “It is seriously draining emotionally and physically. It's not just a job that is easily turned off at the end of the day when you go home.

“Everything falls on the teachers,” she adds. “We are stuck in a no-win situation in the middle of a societal crisis. Schools have been pushing higher academics at earlier ages and the need to teach basic social skills, norms and niceties is higher than ever. Our roles and the demands on us are just increasing.”

Bonny D. agrees. “There is a mental load that goes with teaching,” she says. “It's very difficult to specifically identify. It's the workload, it's the constant changing of what's required of us as legislation changes, it's the restrictions on what we can teach, the expectation that we will work outside of the paid contract hours, the fact that it's easier to go to work sick than make sub plans, it's micromanaging teenagers, doing extra things in the school with no extra pay, the low morale created by parents who want to dictate what we do in the classroom without ever discussing it with us or volunteering in the classroom themselves.”

teachers, ross geller, friends, education, gif, studentsRoss Geller from Friends gets it!Giphy

And so much of what's expected of teachers is self-contradictory, as Jessica C. points out in a bullet list summary of what teachers have been asked to do over the past few years:

- Differentiate your instruction for every child, but don't deviate from what the textbook says to teach.- Teach directly from the textbook, word for word and page for page whenever possible, but also spend hours of your time designing a unit plan (even though one is provided in the textbook company's supplementary materials).

- Turn in detailed weekly lesson plans, even though we really just want you to turn the page and read what it says every day.

- Hold every child to high expectations and keep all your instruction and assessment on grade level, but make sure none of them fail, even if they come into your room drastically below grade level.

- Attend regular PLC meetings, but the principal is going to set the agenda and run the whole meeting and you won't really be asked to contribute anything at all. (Again, we're going to ignore that year-long training you got in your last district about the PLC model and just assume you don't know that we're deviating from the model completely.)

- You should be focusing on instruction, not wasting a minute of class time, but we're also going to expect you to collect T-shirt order forms, and fundraiser money, and take your kids down to the cafeteria for school pictures, and fill in for colleagues on your planning period. Oh, and you'll have to stay late several times a grading period so that you can work the gates at athletic events, because your professional performance review will be based on how much you gave to the school above and beyond your job description and contractual obligations.


The pandemic, of course, has made everything worse. Teachers have borne the brunt of all the upheaval in education, not only in having to completely change the way they teach and implement new technologies overnight, but also in dealing with the emotional and developmental challenges their students are facing throughout all of this. The pandemic has also exacerbated and highlighted issues of inequity in education that were already there.

Catlin G. is an intervention specialist who has taught for 18 years, primarily in schools in under-resourced communities. She says that what many districts are now dealing with—attendance and staffing issues, high variability in children's academic growth, a lack of resources—are all too familiar to her and the students she has worked with.

teachers, students, classrooms, teachers quitting, teacher pay, education, public educationAn empty classroomImage via Canva

"The pandemic drew a lot of attention to the role of education, but much of it has been focused on issues such as CRT or masking, which have deflected from bigger, long-term problems in schools, such as low literacy rates and crumbling infrastructure. I hope that people don't simply forget about education issues once their kids no longer have to wear masks to school, and begin to think about how we can make education better for all kids."

Some teachers cite student behavioral issues as contributing to their burnout, but most of the teachers I heard from held on in the classroom as long as they felt they could for their students' sake. After all, teachers generally go into teaching because they love kids and want to work with them.

“I never wanted to leave," an elementary school teacher from Washington who quit this year told me. "I cried with my students during my last week in the classroom. Their outpouring of love and understanding melted my heart. I had never felt so conflicted in a decision because I loved the students and my job.”

Between the pandemic throwing classroom teaching into chaos, parents and legislators dictating how and what teachers teach, and increasing assessments and top-down administration creating micromanagement issues, teachers feel like they aren't able to do the jobs they love and signed up for. They're not quitting because they hate teaching—they're quitting because they can't teach under these conditions. It's tragic, truly, and it's up to all of us to throw our support behind educators to stem the crisis a mass exodus of teachers will lead to.

This article originally appeared four years ago.