Thank you for showcasing Dianne Durham (“Up off the mat,” Aug. 15), one of Chicago’s true treasures. We have known Dianne for many years; she was our daughter’s gymnastics coach. Even though our daughter is no longer a gymnast-she is now a competitive swimmer-Dianne’s excellent coaching, personal philosophy and absolute dedication to the concept of sport have had a profound and long-lasting effect.
We are glad to see Dianne put “front and center” during the recent Olympic season; she embodies what we know is the true personification of an athletic hero-competition for the love of the sport, dedication to excellence and the ability to give back to others the talent and expertise that come with achievement.
JOHN AND LAUREN COLLEN / Lincolnwood
Men and teaching
Your article on alternative routes to teaching (“Not by the book,” Aug. 8) had that “feel good” sense that most teaching stories do. Before anyone decides to change careers based on that, be warned: The traditional route is still best, strictly from a job-hunting perspective.
For elementary teachers, those most likely to be hired are recent graduates of four-year institutions. It is also obvious that the most traditional element of all still holds true: Be born a woman. The percentage of men in kindergarten through 5th grade classrooms (not counting physical education, art or music) is well under 10 percent, not the 1 out of 4 that someone might think from the teachers highlighted in the article.
In my experience, principals are reluctant to interview, let alone hire, men candidates. For example, Plainfield District 202 has over 330 classroom teachers in their elementary schools. It has fewer than 20 male teachers.
MATT ANTHONY / Naperville
IN READING YOUR STORY on teaching, I was dismayed at the comment by Demetrius Mundy who paid homage to his friend, James White, but then described him with, “He may have just taught music, but . . . “
I take umbrage at that description. I taught elementary art education for more than 38 years, plus a few years in second grade as a “regular” teacher. I have degrees and certification for elementary education, with a minor in art. My friend, “just” the music teacher, has degrees and certification in music, theater and library science.
We “special” teachers are too often dismissed as if we are less than a classroom teacher. We are often more knowledgeable in many areas than our classroom colleagues.
Both in music and art we teach children to become creative, independent thinkers. The arts cannot be separated from the rest of the world, although many uneducated people would like to dispute that point.
I touched many lives, hopefully for the good. So, PLEASE stop calling art and music teachers “just” anything.
JOYCE BISTRANSKY / Portage, Ind.
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