Tuesday, August 16, 2016

On your worst day, you can be someone’s best hope

In just under two weeks, on August 29 to be precise, teachers in my school district will officially begin the new school year. Most have been busy for weeks thinking and planning and preparing for the upcoming year. Many have already been to their classrooms, busily fussing to prepare their rooms for the new school year.

My teachers will be ready for the "normal" changes that come with the start of any new school year - new curriculum, new resources, new technology, new ideas. If I know the teachers in my district, they will be ready for school - prepared, focused, goal-directed. Just this week many have begun to participate in district provided professional development to get ready for the new school year. This is on top of what they have already done this summer.
 And that brings me comfort. I know that the students in my district will be well served.

But, truthfully, I also want my teachers to come prepared to care for the students who come into their classrooms. Students need to know that there is an adult who is not their Mom or Dad or favorite Aunt or Grandmother who cares deeply for them, who wants them to succeed.

Students need classrooms that provide both challenge and care. 

In the past decade schools and society have focused on the challenge of school. We, hilariously and disquietingly, pretend that we can identify if a kindergarten student is making progress on being college and career ready. We have tested and assessed and benchmarked ourselves and our students - sometimes to the point of frustration, sometimes to the point of boredom, often to the point of anxiety. We have railed against wasted time in school. Some schools have reduced or eliminated recess and gym and music and art in an effort to ensure that our students will be "globally competitive."

The world today is different than the world I grew up in. No longer are students competing just with the person down the street. Now they compete with students from around the world. No longer can high school graduates easily transition into well-paying careers. No longer will employees work their lifetime for one employer who will protect and provide for them.

So we need schools that challenge our students, that make them think, that help them use knowledge in meaningfully and purposeful ways, that encourage them to hypothesize and create, that help them find ways to network and connect.

But we have, at times, forgotten that schools must also care for our students.

Our students need adults who take time to listen, who look students in their eyes to make sure that they are alright, who create opportunities for students to be heard.

Our students need adults who help students develop skills in empathy and compassion, who light fires in students to be kind, who help students learn to navigate conflict.

Classrooms need to be places where students feel safe, where they can ask questions, where they can fail and find someone encouraging them to get back up again.

Classrooms need rigor and kindness.

Teachers and administrators, custodians and bus drivers, food service workers and secretaries, preschool teachers and parapros can have a tremendously positive impact on students if we remember that part of our responsibility is to be kind, to create safe spaces, to care for the students that we teach, feed, and care for. 

Too often we judge a school by a test score. It is important to remember that schools are more than a test score.

Students need to know that staff members care. Because, at times we forget, even on a staff member's worst day, they at times are a student's best hope.

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