The “door precept” simply explains the burnout of lecturers


This year, more than ever, many of us are wondering whether we belong in the classroom (or more precisely on Zoom). Teachers are leaving at a record rate. They are looking for other employment opportunities. But for the most part, it’s not the kids or the actual teaching. It’s because of everything else. It’s a feeling that is excellently captured in the “door principle” of this Reddit user.

What is the door principle?

As Redditor eaglesnation11 explains, the “door principle” is the idea that most teachers really enjoy the things that happen on the “classroom side” of their doors. That’s the good stuff. Interacting with children who will help them understand new concepts and watch them grow. It is what happens on the “other side” of the door that leads to burnout.

For those wondering if we really like our job, follow what I call “The Door Principle”. of teachers

It’s not the kids

Other redditors quickly agreed to the door principle. “I love standing in front of kids and teaching them,” wrote TEFL_job_seeker. “It’s all that other stuff that blows and makes me hate the job.” While some Redditors wrote that they couldn’t do it without their fellow teachers, most agreed that it’s the adults who make things complicated.

“It’s unfortunate that student teachers tend to see the ‘classroom side’ and spend so much time, energy and money on careers before they get an idea,” wrote t_jammz.

“As a first year teacher, I find that everything else sucks. Lesson planning, meetings, no control over a few things, communicating with parents… I know I signed up for this, but… not what I signed up for, ”adds c010nn03l.

Some redditors said the “door principle” made them leave class.

We would like to hear what you think of the door principle

Do the good things mostly happen on the inside of your classroom door? Or do you enjoy your interactions with colleagues, administrators and parents? Please share in the comments or in our WeAreTeachers HELPLINE group on Facebook.

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