Nowadays we hear a lot about teachers—from “education reformers,” politicians, business executives, clergy, union leaders, academics—but we rarely hear from teachers themselves. Most teachers I know and come in contact with are eager to talk about teaching and the jobs they do. It is decidedly a very different conversation from the ones pundits, policymakers and critics have. Of course, some teachers will lament the present state of testing, outside interference, and the unreasonable demands of curricula shaped by test results. But most are happiest talking about what teaching has always been about: their students and the amazing things they do (or don’t do). That’s why I’ve decided to start a series of guest blogs, Teachers in Their Own Words, inviting a variety of teachers from different educational settings to share their experiences, to talk about why they teach and who they teach, and to tell the stories that keep them in the classroom. If you’re a teacher and have a story that you’d like to share please feel free to get in touch with me at firstname.lastname@example.org.
Louisa, a kindergarten teacher in a magnet school in New England, is today’s guest contributor. I know from our conversations and correspondences that Louisa feels strongly about the politics of education and how it effects what happens in the classroom. We’ve talked about some of the things she’d like to say in this forum, and she has promised to explore those issues in the future, but what Louisa writes about today could never have entered our imagination during those discussions. She wrote “A Kindergarten Teacher Rethinks Her Job” when she got home on Monday, her first day in the classroom after the shootings at Sandy Hook Elementary School. It is a short but powerful piece.
In the Wake of Sandy Hook a Kindergarten Teacher Rethinks Her Job
I am a kindergarten teacher. I have been working in early childhood environments for thirty years. My unofficial job description covers a wide variety of responsibilities. They range from writing curriculum and teaching reading (more about that another time) to helping children when they have bathroom accidents. I assess kids thoroughly (more about this another time). I spend weekends writing report cards (like teachers everywhere) and meet and talk with parents frequently. I jump through bureaucratic hoops.
I keep an eye out for families that don’t have coats or money for Christmas presents, and my school, to its credit, finds a way to come through for families going through hard times. I sing and laugh with kids. I teach cooperative games. Math, social studies and science. I help kids get their coats on, and I teach them how to tie their shoes. I teach them how to plant things and how to observe the world carefully. I teach them to stand up for themselves and how to solve conflicts.
There is, however, an essential part of my job that I have not performed. The terrible events at Sandy Hook Elementary School in Newtown have shown me this. What I now see that is a part of my job is to be an active advocate for gun control and for a viable mental health system in our country. It is so clear to me that the children who died in Sandy Hook could have easily been my students (and I’m sure every other teacher in the country feels this). Other people have said it better than I can, Barack Obama and Michael Bloomberg among them: Our country needs to change. Allowing our small children to be murdered is intolerable. (And why did we stand so long for anybody being murdered?)
Monday morning I didn’t cry the way I feared I would as school started. Instead it was a lovely day because we were all alive and just living together, singing, dancing, reading, eating, pooping in our pants. So let’s do this thing. Let’s free ourselves from a scourge. Sign the petitions, march in the streets, call our representatives, the White House. By making our children safer, we can make a world that is worth growing up into.