Jon Abraham Lie Leinæs stands in front of his students. He is a lecturer in science and teaches at a secondary school in Oslo. The students in front of him are in the first year of high school. They have science subjects. The subject he has always been passionate about. Six years ago, these were the best hours he had. Now it no longer feels that way. – I love the subject and the professional expertise. To help people get ahead in life. Creating robust people. On Monday, questions were asked directly to Erna Solberg (H) and Jonas Gahr Støre (Ap) during news’s public meeting in Tromsø at 8 p.m.: What are they doing to prevent teachers from quitting their jobs? What happens when Jonas and Erna discuss with voters live? Fredrik Solvang and Sigrid Sollund invite to a different public meeting from Tromsø. Read the response to Prime Minister Jonas Gahr Støre further down in the matter. Troubled student Leinæs has always dreamed of becoming a teacher. But he was no model student. – I often felt like I was burning up with things I didn’t hear about, and as a student I rarely felt seen by my teacher. That’s why I wanted to become a teacher. I would give attention to the student who shows curiosity and interest in something, regardless of whether the student deserves attention. NO PATTERN STUDENT: Jon-Abraham Lie Leinæs has spent six years becoming a teacher. Now he takes his bag and leaves. Photo: Sofia Storhaug / news Master’s in chemistry, side subject biology, year’s study in history gives him the title lecturer in science. He works at schools in Alta and Larvik before moving to Oslo. The nicest compliments he gets from students are that they still remember his lessons – a year after he taught them. Uncomfortable – As a teacher, I can push things. Set out a claim that we later discuss in the classroom. The claim will be a discussion starter which I think is good for a democratization process, where you have to tolerate disagreement, criticism and other people’s opinions. Leinæs is outspoken and happy to discuss. And in his classes, he gets students to discuss everything from biotechnology, assisted reproduction to genetic engineering. But lately he has felt an uneasiness after every discussion. A discomfort he doesn’t know if he can stand any longer. – I have become very careful, less confident, more wary, more vulnerable. After each discussion, I am unsure whether I went too far and what will happen if I go too far. The Education Act beats me checkmate In 2016, Leinæs was a fully qualified teacher. One year later, the Education Act 9a was strengthened. It was supposed to protect students against bullying and harassment at school. The law emphasizes the subjective experience of pupils. GLAD IN DISCUSSION: Jon-Abraham Lie Leinæs believes that discussion is good for democracy and strengthens students’ ability to understand other issues. – If I were to discuss surrogacy and start from a claim that it is wrong. Then I can have a student in the classroom who is a surrogate child. And then you can no longer discuss this because the student feels violated, or feels bullied by the teacher. Because as a teacher, you should know that you had a student who had this vulnerability. Then you are checkmate as a teacher. Leinæs has gone from loving discussions in the classroom, hearing students’ thoughts, opinions, managing courses and giving courses, to considering whether he should start one at all. These are the changes in the Education Act on the school environment The Education Act chapter 9 A on the pupils’ school environment was amended in 2017: Schools are required to be active in relation to bullying. The parents are given the right to inspect the school’s plan to end the bullying and the pupils should be able to easily have their case tried by the County Governor (now the State Administrator) if measures do not lead to success. The school owner can be imposed a compulsory fine to ensure the implementation of the decisions. (source: Lovdata) Sad to quit – I have become very careful, less confident, more wary, more vulnerable. After each discussion, I am unsure if I went too far. What if I went too far? The power rests increasingly with the students. Because they are not enforcing a law they claim to have violated. Leinæs has never experienced a 9a case against him. But the stories about colleagues who have ended up in trouble mean that he can’t take it anymore as a teacher. Thursday is his last day as a teacher. – It’s wistful and it’s sad, I don’t want to quit. This is my dream. – You don’t give up too easily, do you? – You can say that. But you drain yourself of energy in the long term. You will never finish at 15. Unpleasant process – But what is wrong with student participation. Isn’t it just a good thing that students get to participate in their own learning? – Learning is an unpleasant process. Sometimes you have to stand in that discomfort. I feel that the discomfort on which the learning process is completely dependent, arouses a kind of engagement. that discomfort is the window to learning. Even if Leinæs quits, he can no longer let go completely. – Teachers must be allowed to speak up – I get bored when I hear you. You seem like a committed teacher and someone we need in the school, says Prime Minister Jonas Gahr Støre. – There has been discussion about what a teacher can say, and when you come into conflict with the students. And I believe that we have to find out, he adds. The prime minister says that they have had a new education law passed in which they made some changes from the previous government. – We said that a teacher must be able to be protected against what are called groundless violations. – Now the teacher will also be told properly, promises Støre, who at the same time points out that the pupils’ participation is important. – There is a balance we have to find, adds Støre.
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Jon-Abraham Lie Leinæs quits as a teacher due to the Education Act 9a – news Troms and Finnmark
