> Ultimately, I'm gratified that you're a good teacher, but regrettably not only are you one of the few, you also are kept far back from the actual effect you c

> Ultimately, I'm gratified that you're a good teacher, but regrettably not only are you one of the few, you also are kept far back from the actual effect you could be having on kids by confining your expertise to the schooling model. I actually like the school I'm at quite a bit and would say that my peer faculty are doing much the same thing. > Ultimately, I'm gratified that you're a good teacher, but regrettably not only are you one of the few, you also are kept far back from the actual effect you could be having on kids by confining your expertise to the schooling model. You sound more like a mentor that could clearly steer a high number of kids through life from early to late ages, and you could run events and study plans that go late into the night and through the summer. Yup, I do those things too. Did them before taking a teaching job, actually. > If you were unconstrained by the rules of the school and unbound by the need for a retirement savings account and health insurance, you could run your own always-open institute where you teach whatever you want to whoever is willing to come and listen. I got rich in industry. This is not a concern. I impact a few hundred kids a year by being a teacher in a structured school. The other programs, etc, are a much smaller number. > When you are in a school, you are not part of a thriving society, you are a subject that is managed according to the needs of the administration. You know, we need to know where students are and to keep them safe, and different subjects/teachers need to "share". So there is a certain amount of structure. BTW, we changed some things this past year with schedule, academic load, and structure. Students had a lot of say.