In this, the 8th post in the month long series on how to stay engaging and engaged as a teacher with 30+ years, I’m reminiscing on the things that have kept me motivated in a job that can so easily sap our energy…regardless of our years of experience.
My trajectory as a teacher is rather unique. I graduated college with a degree in English, spent a few years as an editor for a medical publisher, and then did a summer program in Pennsylvania that allowed me to get an intern certificate to teach so long as I took the next three years to complete my graduate work. Landing a job as a middle school English teacher, I did just that. Along the way I took an opportunity to create a new class that linked the performing arts, the static arts, and the literary arts and helped students see the connections between them.
I spent the better part of the next 17 years developing that class, and every year presented me with new opportunities. Creating project based units around photography, working with a local art museum, reaching out to design firms, running poetry cafes, and more. I counted myself blessed and each year tried to teach myself more about the benefits of creative thinking.
Then, after 20 years in middle school, I was asked to start something new at our HS–an English class for gifted students. This required a huge adjustment. High school is a much different culture. Achievement was the name of the game for my students. Getting the A was de rigor. Homework till 2AM seemed an almost daily occurrence. And this was unhealthy…for my students and me.
Thus, I started something new. I built a curricular unit around purpose driven projects and opened the classroom to inquiry. Next, I removed the focus on grades and built the classroom discourse around learning. But it was clear that a single unit of learner-centered work wasn’t enough. So, four years ago, I created a year-long class in social entrepreneurship called NOVA Lab.
Now, 30 years in, I realize that what’s kept me going all this time is not merely my desire to help students discover the highest measure of their own talents, but also my own love of learning. I recall the question I was asked by the administrator who hired me in 1993: “Why do you think you’ll be a great teacher?”
My reply? ”Because I love learning.”
For 30+ years I’ve tried to make sure that my own learning trajectory matches that of my students–to always be growing, always trying to be better for ourselves and our communities. I want my students to realize they, I…all of us, we are all human beings in the becoming, which opens the classroom to the infinite potential, and potential for failure, that comes with all authentic learning.
I wouldn’t want it any other way. I’m learning all the time.