Mark is a friend of mine who is a teacher. He recently wrote about changes in his teaching duties, and reading his words struck me as describing precisely what it is that teachers do. There is so much negativity about teachers these days – much of it focusing on what they are allowed to say and not allowed to say in the classroom. The negativity is brought about by state legislators who seem to think they know what teaching is all about. No wonder that teachers are leaving the profession in large numbers. These legislators vote for politically-tinged guidelines dictating teacher behavior, not recognizing that their new laws ignore what teachers actually do, and how they impact a developing young person’s mind in positive ways. Listen to what Mark has to say:
“I just closed another chapter of my life, as I will no longer be teaching history. I will no longer be teaching in the junior high either. I will now be teaching in the ESL Dept (English as a Second Language) in the new W-B Area high school. As I proceed through my career, I look at my role as a teacher as a tapestry of existence into the lives of my students. Every teacher (not just me) becomes a fleeting thread, woven into their grand design of time, and leaving my mark upon this world is not simply measured by the footprints I leave behind, but by the echoes of my intentions, the ripples of my actions and the lives I touch. As I navigate through this journey, I am tasked with dealing with students with a sense of empathy, kindness, and meaningful connections in a delicate balance between moments of joy and sorrow, purpose and uncertainty. The legacy we forge is not simply etched into stone, but it’s etched into the hearts and minds of those we encounter along our journey. It is a testament to our ability to inspire, uplift, and ignite the sparks within others. So let us strive not for the fleeting glory of fame or recognition, but for the enduring resonance of our influence. Let us sow seeds of compassion, tend the garden of knowledge, and let our actions be the brushstrokes of a masterpiece that continues to evolve, long after we have whispered our final farewells.”
Mark’s insightful words remind me of an experience years ago. It was Parents’ Weekend at the college where I was teaching, and I had agreed to serve on a panel to discuss with parents the academic experience from our faculty perspectives. We introduced ourselves – name and department, until the professor after me said, “Hi, I’m Gregory Henson of the history department. But I don’t teach history; I teach your sons and daughters.” I was a young faculty member, 7 years into what would turn out to be a 41-year career, and I remember thinking to myself, “What’s he talking about? He teaches history!”
I believe that Mark’s comments above describe well what Dr. Henson meant by his comment. Teaching is much more than just emptying content into students’ brains. I also believe that Mark’s comments show us how teaching has relevance to what we talk about in this blog – coping with stress. Note the similar positive coping themes of development that Mark touches on: “meaningful connections”; understanding the “balance between moments of joy and sorrow, purpose and uncertainty”; “kindness”; “compassion”; “empathy”; “the ripples of my actions.” Such things are the cornerstones of learning to cope well with stress and challenges. Mark’s words make it very clear that he is not a historian, or someone proficient in English, who happens to be a teacher. No. Mark is first and foremost a teacher who just happens to be competent in history and English. Next time you hear about some nonsensical new law passed in a state legislature telling teachers how to do their job, ponder those thoughts.
Psychology and Stress 