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Febmary 28, 2007
Features
High Life Page 7
Education questions, no clear answers
BYLYNNROZELM/!vN
Advisor
In each of the past few years, young fresh faces
have entered Room 207 as in terns soon to become
student teachers or newcomers to the Grimsley
staff. I often tease such novice educators about
why they have chosen a career in education, yet I
also compliment them for assuming a position
of such responsibility.
1 find their questions both intriguing and diffi
cult to answer. With sympathy for these college
students cind recent graduates, I cannot help but
chuckle to myself when they seek simple answers
regarding ways to motivate a student, to improve
a student's attendance, and/or to remove the chip
(or boulder) from a student's shoulder. I wish I
knew the magical, formulaic answers.
Five years ago, I could have answered without
any hesitation; vary instructional practices, and
make learning fun; encourage a student to attend
class for special incentives, and communicate how
much you miss his or her presence; and take the
child aside, give a hug, convey how much you care
about what is bothering him or her, and promise
to help in any rvay you can.
Unfortunately, the old Band-Aids do not seem
to work anymore. Grades used to be an obvious
motivator, as was a glowing letter of recommen
dation or the prospect of college admission.
Attendance issues were rare, contrar}' to nowa
days when they are excessive and then Msely rem
edied by makeup time with little or no relevant
attention to classwork missed, and the personal
problems various students endure are beyond
our expertise.
With these conditions in mind, I find it
difficult to provide the proper advice. 1 do not
want to sound cynical, but I believe the
future teachers of our schools deserve honesty
with doses of encouragement, a nurtured
sense of confidence, and pats on the back when
ever deserving.
Ironically enough, as I reflect upon my last
words, I realize that even we "old-schcxrlers" crave
the same workplace diet. How we yearn for
discourse that involves no mention of test
score averages, graduation rate percentages, and
visits from fincUicial advisors who insensitively
remind us at faculty meetings that we are in dire
need of supplemental income and savvy
investment practices.
In my first year of teaching in Cleveland, my
great uncle asked me if students rose from their
desks when I entered the classroom. Uncle Gus
grew up in Europe in the first two decades of the
twentieth centuiy when parents and students alike
put teachers on pedestals, recognizing them as ad
mirable individuals who groomed the next gen
eration of leaders. Even then, back in the 1970s, I
recall rolling my eyes and telling him that I con
sidered myself fortunate if my seventh graders
and ninth graders didn't place tacks on my chair
or didn't throw' spitballs when my back w'as
turned toward the blackboard (yes, blackboard,
not dry-erase board.)
As I contemplate how to provide input to fos
ter new teachers today, the best support 1 can of
fer them is to remain hopeful, to be forgiving, and
to remind themselves that students are still chil
dren. Yes, our students consider themselves
worldly, intelligent enough, and mature for their
age, but we know better.
Many students today live in households in
w'hich they are expected to earn income for the
family, share beds with brothers and sisters, and
avoid walking their neighborhrxrd streets in fear
of violent attacks. Even so, we must remind these
young people that they must take control of their
destinies. Excuses will not resolve their problems;
proper action, self-discipline, aird a competitive
edge will.
Perhaps our best plan of attaick rvould be to
instill in our students that w'e have faith in them,
that we can see their hidden talents even if they
cannot, and that regardless of their lack of
appreciation for our efforts, we will persistently
appem" in our classrcxrms every weekday to model
good citizenship, professionalism, and our
passion for education.
Bankers handle cash, but it belongs to their cus
tomers. Bakers create masterpieces of chocolate,
coconut, and cream cheese frosting, but they don't
dare eat their efforts; seeing and smelling such
foods everyday resulfs in dislike or nausea.
Celebrities earn millions for their pretty faces,
blockbuster films, and endorsements; however,
they must tolerate invasion of their privacy
from paparazzi.
On the contraiy, we teachers still find gratifi
cation from learning our devoted students earned
academic or athletic scholarships, from watching
our diligent students cross the stage on Gradua
tion Day, from hearing our brave students sur
vived their time in the military, or discovering our
ambitious students acquired jobs in which they
earn double our salaries.
As final advice to those courageous individu
als who choose education as a career, I suggest
you dare your students and their parents
to accept invitations into your classrooms.
Then dare your students' parents to maintain
authority over their children and, finally, dare
your public officials to visit your classrooms be
fore mandating criteria that just plainly drx;s not
make sense for the latest generation of adoles
cent learners.
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