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There’s a lot more to teaching than face-to-face time with students.Credit:Getty Images/iStockphoto

As the principal of SCEGGS Darlinghurst for almost 30 years,I believe it is vital that we encourage teachers – and all other staff in schools – to have time for themselves and their families away from work,and that we make it clear to parents and students that teachers are not available to them 24/7.

The submission from the independent schools argues,correctly,that there are times when teachers need to be on duty or contactable. Some of these are known and scheduled activities:boarding school staff on duty;teachers on school camps and overnight excursions;adults supervising or coaching co-curricular activities offered in our schools. And then there are,on occasion,emergencies such as accidents and deaths when every teacher would want to help to support their community in any way they could.

But in their normal working week,teachers should be able to turn off and enjoy family and other leisure time.

Teachers have a demanding role during school hours,then must devote significant time to preparation and marking requirements beyond those hours. It’s not easy to effectively manage a class of teenagers or young children,to help them be their best selves,to learn and grow. Teachers are counsellors,confidants,specialists in their own disciplines,motivators,peacemakers. They help young people perform in examinations,as well as be good human beings who understand right and wrong,have a strong moral compass,and have the skills to participate meaningfully in society.

But teachers are also people with hobbies and interests,with families to care for,and they need time away from work for themselves,to recharge the batteries,to regain the equanimity to do it all again tomorrow.

We should respect teachers as people with families and interests and commitments. They should not be on call whenever somebody feels that their query,their worry,their uncertainty should be addressed immediately.

We must,as a society,respect and value our teachers – because they play such a crucial role in shaping the future of that very society. We need the best and brightest in the profession. When teachers are rested and focused,they provide better quality education for their students. They are able to maintain a healthy work-life balance,and recharge and prioritise their wellbeing and avoid burnout and anxiety.

There is another important consideration:not providing students with answers right away is vital for their effective learning. Puzzling over questions encourages students to think critically,explore multiple perspectives,and empowers them to take responsibility for their own learning. They might be encouraged to delve more deeply into the material,avoiding surface-level memorisation and superficial regurgitation of facts.

And answering parents’ demands and concerns immediately may seem efficient and empathic,but there are compelling reasons why a more measured response is beneficial. When teachers take time to process parents’ requests,they can consider the broader context and all possible options and their implications. Immediate answers may not account for all relevant factors.

Dealing with an issue in school time allows teachers to engage in conversations with parents,to listen attentively and understand their concerns. By not rushing to answer a parent immediately,a teacher can demonstrate patience and thoughtful problem-solving. This behaviour sets a positive example for students and parents alike.

And not being expected to answer all communications at all hours allows teachers to balance their responsibilities and promotes a healthier and more productive teacher-parent relationship.

Of course,this needs to be dealt with flexibly and reasonably,to allow schools to operate safely and to provide the best quality education for our young people. But the right to disconnect is a fundamental right,one to be recognised for the good of our teachers and society generally.

Jenny Allum has been the principal of SCEGGS Darlinghurst since 1996. She is a former chair of the NSW/ACT branch of the Association of Heads of Independent Schools,a former manager of the curriculum branch of the NSW Board of Studies.

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