Fulfilling the Promise, 7

Chapter 7

This closing chapter sums up the book by stating that "teachers accept responsibility for students about whom they genuinely care."  This is something that I have always believed, but that brings up the question of how do I develop genuine caring for all of my students? 

In previous posts I have mentioned that since becoming a mother I have an innate interest and love in all children.  But, over the last week I have struggled with the notion of "genuine care." Is my innate love for children and the potential I see within them enough.   Will they know that I genuinely care?  How do I develop true, sincere, caring and interest for each of my students year after year?  But, then the Epiphany hit.  

We serve those we love and we love those we serve.

As a teacher, day after day, I will be serving my students.  I will be working for them and with them.  By serving them, genuine caring will have no choice but to evolve.  Through my sincerity and service my students will learn that I care for them.  They will know that I hold myself responsible for their experience in my classroom.  

I fear that all teachers do not genuinely care for their students.  Thinking back to my last three field experiences I have been lucky to be paired with teachers who care for their students, not just in general, but on an individual basis.  I fear, that I have experienced the exception to the rule.  I have this deep sadness that all teachers do not genuinely care for their students.  That is such a scary thought.  How can students learn when they are in an environment where they are not seen as individuals that matter?  I wish that teachers who do not want to teach, who do not love to teach, who do not value these precious children they are entrusted with would quit the profession.  I hope with all my heart, that as I create my own classroom and work year after year with new students that I do not lose my focus or my drive.  I owe the children in my classroom my full attention and devotion.  If I begin to falter, I must immediately realign myself. My decisions and actions in the classroom greatly affect others.  This is something I will have to keep foremost in my thoughts as I go to work every day.  

This chapter forced home the knowledge that teaching effectively is hard.  Then again, everything in life I have encountered that is worthwhile tends to be hard in one way or another. Life when worthwhile, is all too often hard.  I am not jaded, I know what I am getting myself into.  I know I will have moments of frustration, anger, fear, and sadness.  I know I will come home many days exhausted, and wonder why I take time away from my children to spend hours with others.  I also know, that somehow whether I like it or not I am drawn into this profession, this so called life choice.  This is not a path that I originally chose to take, rather it is a path that over the last few years has chosen me.  Sometimes, I falter and wish that I were heading towards a different career, but then the drive and pull returns and I realize that for some reason I am meant to teach.  I feel strongly that I am doing the right thing at the right time, and others will be greatly affected by my choices.  I must make sure that they are affected in a positive manner.  

Okay I totally just got shivers.  (I have been writing this post, while I have been reading the chapter.  I read and respond, read and respond.)  I just continued reading on page 92.  Let me quote "He came upon making bread not as a job but as a calling."  That is what I feel.  That is what I was writing about in the prior paragraph. This just reinforces the fact that I am doing what I was meant to do at this point in my life.  

Back to the topic...

I liked this chapter.  I liked this whole book.  I had no idea that this differentiation class, this text, would help me to think through my choice to become a teacher.  I have been inspired to think about my future students and my future classroom.  At last I have been able to meld the functional skills I have been learning with the thoughts and ideas I have floating around in my head.  I have no idea why this class/text has inspired me to think, but it has.  I haven't always enjoyed taking the time to blog my responses, but I am so extremely grateful that I have.  At last, I feel I have come to my own true philosophy of education.  My passion has developed and matured. I not only understand why I am going to teach, but I know how I want to do it. Through the contemplation of differentiation I have become dedicated to the art of teaching.  I have so much to learn, it seems overwhelming, but I will do it one task at a time.  I am going to be a teacher and in turn I will become an eternal student.  I can make a difference in this world. 

Teaching is going to be so hard in so many ways, but it will be okay.  Because, as I will tell my students on a daily basis, struggle is good and we can do hard things!