I remember my first year of teaching like it was yesterday. I was eager, full of energy, and ready to take on whatever came my way. But I quickly learned something unexpected: being “good” at something in education often meant one thing—more work. Soon, I became the go-to person for handling the most challenging behavioral issues, and before I knew it, the most difficult students were placed in my classroom year after year.
At first, it felt like a badge of honor. But over time, it wasn’t just more work—it was more exhaustion, more emotional strain, and more evenings spent trying to recover from the day, rather than planning for the next one.
And the worst part?
I wasn’t alone. Every teacher I knew who showed promise in one area or another—whether it was managing behaviors, mentoring, or simply being tech-savvy—was given extra responsibilities without the proper support. We were being “rewarded” with more work.
Let’s break down why this approach is damaging not only to teachers but also to the students and schools we serve.
1. Behavioral Management Overload
Every year, without fail, teachers who excel at managing difficult student behaviors are the ones who end up with more challenging students. This is a pattern I’ve seen in my classroom and in others. The real kicker? We’re expected to manage these students without any extra help—no additional classroom aides, no behavior specialists, just more challenges on top of an already heavy workload.
One fellow teacher captured this perfectly:
“Because I had the ability to work with difficult students and assist them to successful outcomes, some of the less talented admin began to place many more difficult students on my enrolled lists. They didn’t assist with the addition of classroom aides to increase student success levels.”
We’re left to handle it all, but this doesn’t just hurt teachers—it affects students too. Without the proper support, it’s hard to give every student the attention they deserve.
Solution: When assigning challenging students to a teacher, offer additional support, whether that’s behavioral aides, specialists, or even a reduced class size. This ensures that both the teacher and the students can thrive.
2. Lack of Support from Administrators
One of the most frustrating things about being a “good” teacher is the lack of follow-through from administrators. It’s not enough to just acknowledge that we’re good at what we do—there needs to be real, tangible support behind it. Too often, I’ve seen administrators think, “Well, they can handle it,” and pile on more work without offering the resources necessary to succeed.
As one teacher pointed out:
“They didn’t assist with the addition of classroom aides to increase student success levels.”
This lack of support leaves teachers feeling isolated and overworked. It’s not just about managing a classroom anymore—it’s about doing it with fewer resources and more demands.
Solution: Administrators should match the responsibilities they assign with appropriate support. This could mean offering additional staff, more classroom resources, or simply reducing the number of extra tasks given to the teacher.
3. Mentorship Without Relief
Being asked to mentor new or struggling teachers is an honor—but it’s also a huge time commitment. And far too often, this mentoring role is simply added to an already heavy workload. Teachers are expected to guide their mentees while maintaining their own full teaching schedules, leaving little time for planning or personal development.
Mentorship is essential, but it needs to be balanced with a teacher’s other duties. Expecting teachers to mentor effectively while continuing to carry the full weight of their responsibilities is unsustainable.
Solution: Schools should either compensate mentors with additional pay or reduce their classroom duties. For example, mentors could be given one or two fewer classes to teach, allowing them the time they need to properly guide new teachers while still managing their own workload.
4. Repeated Acknowledgment Without Action
How many times have I heard the words “thank you” from an administrator? Too many to count. And while verbal appreciation is always nice, it starts to feel hollow when it’s not backed up by action. Saying “good job” doesn’t lighten the load, and it certainly doesn’t address the systemic issue of overburdening the most capable teachers.
One comment I read captured this perfectly: “Amen!” and “Truth!” echoed by many teachers, expressing agreement with the issue but frustration with the lack of real change.
Solution: Verbal acknowledgment is great, but it needs to be paired with tangible rewards—whether that’s time off, a bonus, or a reduction in extra duties. Recognition without action isn’t recognition at all.
5. Distinction Between Administrators and Leaders
Not all administrators are the same. The best ones—true leaders—work with teachers to find a balanced approach to tasks. They have real conversations about how to distribute responsibilities and make decisions based on the teacher’s capacity and well-being. Unfortunately, many administrators simply assign more tasks without considering the human behind the workload.
A teacher captured this distinction well:
“Administrators may do this but NOT Leaders. Leaders will have a conversation with these teachers and work with them on a good balanced approach.”
Solution: Administrators need leadership training that emphasizes workload management and teacher well-being. By engaging in meaningful conversations with teachers before assigning more tasks, they can avoid overburdening their staff and create a healthier work environment.
6. Emotional Labor of Handling Behavioral Issues
Managing behavioral issues isn’t just physically taxing—it’s emotionally draining. Teachers who are good at this are often asked to handle the toughest cases, but the emotional toll can be enormous. And yet, this aspect of the job is rarely acknowledged.
Online comments such as “Yes, we may be good with behavioral management…” followed by countless affirmations like “Amen!” and “Preach it!” highlights just how widespread and underappreciated this emotional labor is.
Solution: Schools need to recognize the emotional toll of managing behavioral issues. This can be addressed by offering emotional support resources—such as access to counseling, wellness days, or even just regular check-ins with teachers. Taking care of teachers’ mental health is key to keeping them in the classroom and ensuring they feel valued.
Conclusion
At the end of the day, good teachers aren’t asking for much. We love what we do, but we need support, not more work. It’s time for administrators to rethink how they reward their best teachers. Instead of piling on more responsibilities, provide the necessary resources, reduce their workload, and truly listen to their needs. Only then can we continue to thrive in the classroom and create the kind of positive, nurturing environment that benefits everyone—teachers, students, and the school community.
It’s time to reward good teachers in a way that actually makes them feel valued. After all, even the strongest among us can only carry so much.
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