[Editor's note: Mr. Foteah is a second-year teacher in an elementary school in Queens. He blogs at The World As I See It, where this post originally appeared.]
My mother, a former principal, recently forwarded me this Edweek article, entitled “These Things We Believe.”
Although I’m still technically a neophyte, I empathize with and lift my voice in support of those teachers who are, according to the article, “so discouraged about the conditions under which they’re working and the daily criticism they’re hearing from political leaders, school reform groups, and media pundits who’ve identified teachers as the chief cause of public education’s problems.” In any school across this city, chances are the gripes are similar to those in my school, and many of them stem from our political “leadership.”
Too often it seems the public lacks any significant appreciation for the beleaguered teacher. Yet, the trick, implied in the article, is to insulate ourselves from the cacophony of insults directed toward us, and in spite of it, create atmospheres conducive to the success of our students and the sanity of their teachers.
Bob Williams, a high school math teacher featured in the article, asked a group of teachers to articulate the three things they believe in as educators, those ideals that, he said, “we support and are convinced will help improve our schools and our profession.”
Here are some of my favorites, and my thoughts (italicized) on each:
- “Every day I step into my classroom, I believe that the work I do is important and the skill with which I do my job makes a difference.”
I am totally committed to the belief that I am a difference-maker and someone who can change lives through my attitude and aptitude. I am also constantly grappling with how to maximize my potential in this capacity. - “I know that much of my success is because I invest time and energy into creating a sense of caring and community with my students. These are important components of being an effective teacher.”
Establishing a classroom community begins at the beginning of the year, and doing so cultivates a family of learners who support each other through the struggles of class and life. - “Content knowledge is no more important than content delivery. I would rather have an engaging teacher who learns with her students then the content expert who can’t communicate.”
I keep my students on the edge of their seats with humor and excitement. I’m not ashamed of making a fool of myself if it means reaching my students effectively. - “Not everything a student needs can be solved with an educational fix. In fact, most of the pressing issues associated with public schools have little to do with getting an education. They reflect more personal or societal issues.”
One of the common themes of our workplace discussions center around the fact that there are factors in our children’s lives that preclude them from doing “what we want.” This is not the fault of the child, but it is the responsibility of the teacher to acknowledge this. - “To truly educate the whole child, we need to value all aspects of education as worthwhile and mutually reinforcing.”
One of my biggest qualms about public education today is the fact that so much is pushed to the side in favor of daily, lengthy, demanding blocks of math and literacy. These skills can all be learned across subjects, and through music and art. Yet, so sadly, that luxury is a thing of the past. - “Everybody wants to be known. Teachers who tell their students on a regular basis that “I see you are an individual” will meet with more success.”
A graduate school professor offered us one of his best practices relating directly to this: find something personal to say to each child every day. I am in the process of employing this strategy, and finding it to be difficult. The payoff, however, cannot be understated. - “Every child can learn.” And, “Every child deserves teachers who believe in their potential, no matter the child’s circumstance.”
If you’re a teacher and you don’t believe these statements, I urge you to reconsider your profession — yesterday.
What do I believe? I believe that someday, when we walk in the golden valley of educational harmony, in a world where teachers are respected, where professional opinion is valued and not ignored, then will we serve the purposes truly intended of the educator: to inspire, to innovate, to encourage, to change the world.
