Why I do what I do

June 26, 2009 in Uncategorized

For the past 9 months, I’ve been in an acting role as an Instructional Leadership Consultant in my school board. It means that I’ve not taught in a classroom this year for the first time in a dozen years. I’ve been so busy with the new position, that I really haven’t had a lot of time to stop and actually consider the ramifications.

I’ve missed the day to day interaction with staff who have become my friends of course, but I haven’t really thought much about the students. As any teacher can likely attest, students have a unique place in your life. They can challenge, support, encourage, frustrate and delight you. Often in the same period of class time!

I returned to my school (yes, I still consider it mine) last night for the graduation ceremonies. A few staff kidded me that I had an ‘out’ for not attending but still came. It’s often seen as a less than ideal night for staff, as it’s long, hot and crowded. I admit, I considered not attending, but decided that it might be the last one, as I’m hoping to continue in my board level role for a few more years. As usual, it was a hot, sweaty, long drawn out affair. But as I sat in the crowd and watched, I had some time to reflect on what it means to be an educator. Watching the graduates collect their diplomas, I started to see many of them not as new grads, but as the kids in grade 9 that I had first met 4 years ago. I marveled at the changes. Some I wouldn’t have recognized, but for the name, as they’ve changed so much in 4 years, and I hadn’t taught them since grade 9. There they were, ready to enter in to life’s next steps. It was a great feeling, knowing I had in some small way, helped.

The kicker came at the end, in the reception at the end of the night. A young lady came up, handed me a card, and gave me a hug. I taught her astronomy class in her grade 11 year, and she was a wonderful student, and a great human being in general. But the hand written note that she had taken the time to do simply said thanks for everything, she appreciated my patience, passion and my love for the subjects and the way in which I engaged them in the learning process. I told her she didn’t have to write a card, and she replied ‘Yes I did.’ That said it all. One thanks from a student I only taught once, and almost 2 years ago.

That’s why we do it. That’s why we teach. Not because we love our subjects so much. Not because we think that we can change the course of history. But simply because once in a while, one student says thanks for the things that we do.

I’m not sure when I’ll return to the classroom, but this story will stay with me, and remind me of the point of the education system. That’s why we are here, and we can never lose sight of that.

That’s why I do what I do.