Seen at a school information night.
Any information parents want to give the school which would be helpful for the student’s educational placement, needs to be addressed to the grade level counselor, and received no later than…
I wonder if I should submit a response like this…
My child needs active, engaging, teachers who work with technology as a platform for instruction, extension, investigation, revelation, inspiration, engagement, collaboration, innovation, authentic experience creation, and connection to the world. He needs teachers who won’t assume that learning results from assigning worksheets and who use homework as a leveraged investment in the educational process. He should be placed with teachers who hold themselves to the same standards they hold their students. He should be placed with teachers who have high standards without being rigid. He should be placed with teachers who have figured out that they teach kids, not subjects. He should have teachers who have been given the freedom to do all of these things by their leaders and have chosen to do so even though it may not necessarily be easy or convenient. He should be placed with teachers who value and engage in professional collaboration for the good of their kids. He should be placed with teachers who will never call themselves digital immigrants or him a digital native. He should be placed with teachers who have been given the resources they need to accomplish all this. And, he should be placed with teachers who get paid enough not to have to choose between gas and groceries.
Passion. Called to the profession. Inspired by another teacher. Making a difference.
Those are the top reasons the book study participants gave today when I asked them to tell their story and frame it within the question of why they got into education. Empathy, chapter 7, in A Whole New Mind contains a portfolio section called Empathize on the Job. In activity #2 How Did I Get Here? Dan Pink writes “Sometimes you work near people for years but have little idea about the path that brought them alongside you.” So today I asked. We, at the request of the group, modified the activity and had each person tell his/her own story to the whole group. I took notes on one side of a notecard and listened for themes in each person’s story. The dominant ones are at the top of this post. The word passion came out of every story directly, simply, plainly, and unflinchingly. This, from a group that ranges in experience from only a few years to 20+.
I wasn’t surprised about passion, being influenced by another teacher, or making a difference. Those seem to be very common bonds among educators. The other, called to the profession, surprised me a little. Many in the room spoke about being called to the profession, having it in their blood, or simply knowing from an early age they were supposed to be in education. More than one took a circuitous path, some resisting, but we all ended up here. It seems to be somewhat anachronistic, especially in today’s postmodern technological realm, to respond to a call.
This identification of purpose or meaning (Chapter 9) resonates and grounds people, making them unshakable stalwarts. Passion permeates what they do, who they are. Not all educators reside here, but the ones who do simply radiate and attract kids (and adults) to themselves. It’s not out of ego or grandiosity; it’s their quality. The same thing happens when the sunrise stops us or a piece of poetry gives us pause. We cannot really quantify it, but we can see its results. Kids, other staff, parents, even you know who these people are.
The ones who answer their calling are not limited to education, but few other vocations so poignantly intertwine people and purpose, message and meaning, wisdom and wonder. Can we teach kids to answer a call regardless of vocation? I’m not sure, but we can prepare them to be ready, receptive, and reflective. The purpose of education starts there.