Living in the times of Hunger Games Education

To the Times:

Being in education today is not too different than being a part of the Hunger Games. The teachers are like the tributes sent into an arena by a school board and administration who watches much like the residents of the Capitol. And all the while the “show” seems to be watched not as a TV program but a social media event where any and all residents can voice all the opinions they want good or bad with no recourse.

Imagine being a tribute who has been assured by the Capitol that they are fortunate to be part of this phenomenon. They are constantly assured that they will have everything they need in place to be a success. It might seem that maybe the odds are in their favor. But sadly, not in this version. Now, rather than fighting to the death with each other, the plot is modified so that death comes from an invisible force that may be dropped in to a classroom any day. And just to keep the tributes on their toes the residents with the most negative comments about them will have the loudest voices as well as the ear of the Capitol.

To keep the plot moving, the daily scenarios involve some students being virtual and others who come and go on a rotating basis. Add in the idea that they are all using technology they may or may not operate well. All the while, the residents, including those from the Capitol have surrendered to compliance fatigue where the virus is concerned. Maybe no one will notice if they use their children to help carry the killer into the classrooms.

The tributes in this tale become just as demoralized as the original characters. But there is an interesting twist to the story. Some of the tributes are standing up and saying, “No more!” This was unexpected. After all, as far back as anyone can remember, teacher tributes take what they are given and make due without “rebellions.” The older, wiser victors, better known as veteran teachers warn that angering the Capitol can end badly.

In the final chapters of this tale, there are few winners. The students are generally struggling with school in this format. The teacher tributes are worn down. Many of them are choosing to end the game early. At least in this version, if the invisible virus hasn’t infected them or been carried home to their families, they can pretend they got out somewhere between winning and losing. Maybe they can find a different game to play. One with a different Capitol group. Because this

Capitol is having its own complications. How do you keep finding tributes who are willing to play this game? And how do you keep the loud residents of the district under control without causing the other more docile residents from rebelling?

The problem with this story is that it’s not a fictional piece. It’s going on in far too many schools and districts. Teachers are not supposed to go to their jobs thinking about the probability of getting sick or bringing sickness home. They shouldn’t have to wonder whether they are keeping everyone in the community unruffled. They should have the expectation that those who hired them for the job have their back without question. They should be able to just consider the needs of the students assigned to them for the year. That’s more than enough.

M. E. Porter, Woodlyn