The mixed team
There is a master shortage everywhere in primary education. But not at Oscar Carré primary school in Amsterdam: half of the team is male there. How is that? We asked the men. And the women.
Picture: Jelmer de Haas
The men over the women
Lennart van Tamelen (28), master in grade 5, admits: he applied to this school because he knew that a relatively large number of men were working there. “That mix was a plus for me,” he says. “I first worked at a school where I was the only man. A really nice team, but there I was, among only women. I wasn't the odd one out and can't really put my finger on it, but still… I wanted a mixed team. ” “Although the strength in our team does not only lie in the gender distribution,” adds his colleague Erik Klomp (29), master in group 8. “You cannot say that we are a good school because we have such a mixed team. Then you fall into clichés. Not all men are the same. Not all of them play football in the schoolyard. ” In fact, the teachers play football here just as often. And just as well - that must be said.
It has to be said: the teachers can play football very well here
Conversely, the women here are not those typical teachers. Dennis van Bruggen (47), group 1/2: “You used to have those teachers who reduced everything. 'Grab your purse, your booklet, sit on your chair'. We don't have any fussy ladies here. More tough women. ” The advantage of also having masters in your school, according to Van Bruggen: “Men sometimes let children try it a bit easier and don't say so often: Watch out, watch out, you'll fall soon. This gives children the opportunity to discover and explore. ”
We don't have any fussy ladies here. More tough women
According to Van Tamelen, the male-female mix is also noticeable in the teachers' room: the conversations there are 'entertaining and varied', he says. And yes, that may be because there are both men and women. “We talk about this everywhere. Sports, current events. Delicious. ” Humor: also important within this team. The men agree: good jokes are made here. “I sometimes have a stomach ache from laughing after the break,” says Klomp. "I think that is also due to a good mix between man and woman, but also young and old, different characters."
The gentlemen understand that there is a shortage of men in primary education. Van Tamelen was 'not very happy' from the teacher training college. “Singing nursery rhymes, crafts. Not for me." Too bad, because they are necessary. The number of women in primary education continues to rise. Klomp: "A shame, because I think it is good that children see that there are also masters." Van Tamelen: “I once had a student who grew up alone with his mother. For him I was the first man to be a stable factor in his life. Without patting myself on the back, I think that was very good for the child. ”
The women over the men
Maaike de Vet (46), kindergarten teacher, is always 'quite proud' that she can say that her team also consists of men. Lots of men, in fact. “That diversity really makes our team fun. We need the gentlemen here. ” She is silent for a moment. Dan: “But the women too. You need everyone. ” She laughs: Yes, okay, the men are often the ones who do the chores in the school. "We'll let them lug around if the stage has to be built." Kim Klijnsma (37), group 6/7, adds with a smile: "I've never installed a microphone before." But otherwise they both agree: there is no clear dichotomy between men and women.
The diversity really makes our team fun. We need the gentlemen here. But the women too
Klijnsma finds it 'very nice' to work in a mixed team. “We are an honest reflection of society in terms of male-female ratio. I feel it makes more sense. That is also good for the children to see. We don't just live in a women's world, although it seems so in some schools with many teachers. ” She cannot explain why she likes a mixed team. “Men may be able to put things into perspective a bit more easily. Although… I can do that too. ”
Another advantage of the mixed team: the children get both a teacher and a master in front of them at this school. Klijnsma: "It is especially important for children who grow up alone with a mother that they see that a man can also take care of them and think along with how they spend their lives." De Vet adds: “My child grew up alone with me. I remember being glad she got a master one time. ” Although you have to be careful with that, the ladies say. You cannot put teachers in the same position. Neither are masters. “It is really not the case that a master does not pat children on the head when they need it,” says De Vet. Klijnsma: "Or that only teachers take care of the window decoration in the classroom." Moreover, the most important thing, cliché but true, remains that the child is seen. De Vet: "Whether it is through the eyes of the teacher or the master: it doesn't matter."
