Fortunately, while the Covid virus continues to rage on, many individuals have emerged as leaders in our community. Health care and law-enforcement professionals come to mind but teachers also belong in this category. Like their peers in the helping professions, teachers go about their business in the face of great stress and uncertainly. Teachers do not literally help people survive, but they help others discover for themselves what is positive and wholesome. They imbue people with hope and help them shape their potential into reality. A kind word, a new discovery, a modelled behaviour, a life skill—all these can help young people move forward with confidence.
When teachers are asked about the reason for entering the profession, they will invariably answer that they became teachers to make a difference. Because teachers were first students themselves, they likely first thought about getting into education as a response to a problem they encountered along the way. A boring teacher? They could do better. A stale, outdated curriculum? They could present the latest research with flair and energy. A social crisis? They would address it with empathy and compassion.
But what does making a difference actually look like in the classroom? And is it measurable?
Most teachers see themselves as innovators or subversives. They are filled with a curious blend of idealism and pragmatism. They dream of what is better and have an eye on what is possible. A general dissatisfaction with how things are dominates their thinking. At their very core is a desire to improve the world.
Unfortunately, kids have a staggering number of needs. They need a practical literacy in math, language, history, science and technology. They need to learn problem solving and reasoning skills. They need to see adult examples of reasonable and moral behaviour. They need to learn standards of excellence that result from healthy competition and they need to experience the joy that comes from collaboration with their peers. They need to experience fairness and learn to choose optimism in the face of difficulty. They need to celebrate the opportunities that their unique life presents to them. Above all, like their parents before them, young people need to learn self-control.
A part of the difference a teacher can make in a student’s life can be measured and assessed. Tests, the completion of projects, assignments, exams —all these act as accurate snapshots in time of a student’s ability to understand a concept or her ability to perform a task.
The second part, however, has to do with a student’s character. Will he navigate present and future relationships successfully? Will she stand up to injustices in society? This skill set is more subtle and sometimes impossible to evaluate while kids are in school. This is because it takes a very long time for humans to mature.
Those who go through the school system and lament that a certain skill or subject in the curriculum should have been excluded in place of something more practical seem to forget that schools do not just serve the marketplace. Schools also strive to shape individuals into citizens whose goal it is to improve society and help preserve our democracy.
It is generally agreed that the sign of an educated individual is tolerance for diversity and the ability to delay gratification. That teachers sometimes fail to prepare students in this way is not a criticism or condemnation of teachers. It only demonstrates the enormity of student needs and the complexity of working with “live” human beings.
Most of us do not remember who first taught us to read or how it is that we finally learned to tie our shoes. Later in life, someone must have taught us to think for ourselves or become aware of our aptitudes and risk following our dreams. Unfortunately, most of us take these milestones in our lives for granted.
Just the same, it is not mere exaggeration to say that, if there is anything in life that we do successfully, it is probably because a teacher took the time to help us learn it along the way.