I think ALL teachers are courageous. Often we work under less than
ideal circumstances, and it seems there is never enough time, energy, or
resources to do all that we would love to do. And yet we return, day
after day, with determination and hearts full of hope... because we have
the COURAGE to teach.
In reflecting about this post, I
have realized that COURAGE comes in many different forms. It takes
courage to try something new, and to try again when it doesn't work out
quite the way you have planned. It takes courage to work in
uncomfortable situations. It takes courage to work with difficult
people. It takes courage to work in dangerous settings... whether it be
weather, financial limitations, or schools and neighborhoods where kids
cannot feel safe. In my opinion, it takes courage to teach children
younger than eight, but I'm guessing that is based on my own personal
fears!
So this entry is all about COURAGE. It is about COURAGEOUS TEACHING.
And
in true TBA fashion, we want YOU to be a part of this Link-up because,
after all, with the help of one another, our courage is increased... and
then everyone, especially the students, benefit.
At
the bottom of the post, you will find details about joining in this
Linky Party! I bet teaching requires you to display courage EVERY DAY. I
am SO hoping you will be BRAVE and share.
BTW, my Lionel Lion graphics (in the dividers) are from
Scrappin Doodles!
With this in mind, I would
like to share three examples from my teaching experience to help get you
thinking about all of the times you have found your own bravery...
Example
1... When I began my teaching career, I worked with students with
multiple disabilities. There were students with autism, Down syndrome,
cerebral palsy, and various other physical and cognitive
disabilities. Although these students were in a self-contained classroom
on a regular ed site, they rarely participated in whole school
activities, including assemblies and "regular" lunch. It was 1984, and
the summer Olympics had just concluded in Los Angeles. The local grocery
stores had been selling Olympic "memory books"--glossy magazines filled with pictures of athletes
and events from the Games. I arrived at school one morning to find that
every teacher at our school had received a pile of handbooks to distribute to their
students. Every teacher, that is,
except me. I asked the secretary why
we had not received any of the magazines, and her reply was succinct:
"He [the principal] didn't think your students could understand them."
I
was young and naive. And, let's face it: I didn't know any better.
Without a lot of thinking, I walked resolutely into his office and said,
"It is one thing if you are gong to discriminate against me. But I find
it deplorable that you would discriminate against my students just
because they have disabilities. They may not be able to read the
stories, but they can certainly enjoy the pictures just as much as any
other student at this school. I hope that you will soon recognize that
we intend to be equal participants on this campus." And with
that, I walked out the door. Less than five minutes later, it dawned on
me that I could easily be fired for my insubordination.
I wasn't fired. And soon afterward, my new colleagues had gotten word of
my... courage. Within a few hours, we had piles of magazines supplied
by teachers who had a few to spare. This visible windfall may have
contributed to the look of confusion on the principal's face when he
walked into my room at the end of the day, and without a word, handed me
a pile of Olympic magazines--one for each student in my classroom... Courage made a difference.
Would I handle the situation exactly the same way almost thirty years later? Absolutely not. Would I find the courage to advocate for my students and champion their rights? Definitely. Sometimes courageous teaching calls us to be strong so that our students can be treated fairly and with compassion.
Example
2... My first year in general education didn't go much better than my
first year in special education. After ten years of working to "include"
my students with disabilities into regular education, I changed my
focus and decided to teach in a general education classroom. I moved from
having ten students with special needs to having thirty-six fourth
graders--many of which, I quickly learned, had plenty of special needs of
their own.
I
didn't know most of the students with whom I would spending the school
year. But by recess on that first day, I quickly became acquainted
with one of my new friends as I walked him to the office after he
had punched another student in the face... twice. There was still blood
on his hand as I walked alongside him (and I was trying summon
any courage I had in reserve to keep my voice from quavering). I asked
gently, "Is there anything you could have done differently?" (That's
what all of my "community-building" books had said to do!) His response?
"At my other school, kids knew not to mess with me because I'd just
kill them." "Oh!" I said, trying to hide my surprise (and maybe a little
fear!). "Is there anything else I should know about you?" "Nope," he
said in a matter-of-fact tone. At that moment I wasn't sure if I was BRAVE enough to teach
in general ed after all!
It
was a tough year, but gradually he emerged from that protective shell.
We made an agreement that each week he would sit a little closer to our
community circle (because obviously he wasn't going to agree to sit WITH
us at the time!) I gave him room to grow. And I had courage.
Amazingly, over time, with a few set-backs along the way, he learned to
trust us. And he learned to care. I could share a hundred vignettes...
about how he befriended a child with diabetes and accompanied him every
day when he went to test his blood sugar... about how he "borrowed" food
from another kid's lunch because his friend didn't have one... about
how he defended a student in our classroom who had Down syndrome from
being bullied by a student from another classroom... about how he turned
in three months of homework after Spring Break because his dad was out
of town and he could study without being ridiculed... about how (against
the wishes of the counselor) I submitted his name for testing for the
Gifted program--and two kids out of fifteen students qualified...and he
was one! But I will end this example of courage with my favorite memory.
I used to lend him books from my library, always placing a bookmark
after page 100. Seven years later, I received a book in the mail at
school. And tucked behind page 100 was his senior picture.
Example
3... I teach sixth grade. I teach kids who are often taller than I am. I
teach kids with big bodies and bigger attitudes (who are sometimes...
ummmm... aromatically challenged). I have taught many
kids who have threatened (and succeeded) to hurt others--and have threatened
me. (Thankfully, they have hurt only my feelings... I have no other battle
scars.) But there is something I do each year that requires me to find
bravery beyond that needed for anything described above...
As
part of the curriculum, sixth grade teachers are expected to teach "Family
Life" (
AKA Sex Ed). It is easy to guess that this is NOT my favorite subject. I have to
practice saying some of the vocabulary words out loud over and over at
home so that I don't
dissolve into a fit of giggles when I try to present the material to
the students. I have to listen to their questions and prepare intelligent-sounding answers
without a lot of thinking time, and i have to provide the "real words" for all of
the slang they know. I have to share larger-than-life information on the
Promethean board without saying most of the the things that are racing
through my head. As part of this program, I also have to present "the
video" and the curriculum to the students' PARENTS--which is almost more difficult than teaching the students! I am always thankful
(and so are the students!) when the week of Family Life education is over. I
think this part of teaching sixth graders requites
more COURAGE than breaking up fights on the playground! (See, I told
you courageous teaching is required in lots of different situations)
So there you have it. Three examples of courage. I am SO hoping you have a story to share too.
And here are three ways you can do just that...
1.
Maybe you already have a "just right" post and you can link up to
something you've already blogged about. Just link to your post below... just
like you would with a Currently post. (Hi Farley!) And it would be great
if you attached the "Teaching with Courage" button above (with the code
below it) just like you would grab any other blog button.
2. Maybe there is a situation that has
happened and you haven't had a
chance to post about it yet... and now is the time! Teachers can always
learn from other teachers' experiences. Think of it as helping out a
colleague in need of a little bravery. It doesn't have to be a lengthy
account. Just show us your courage so that we can feel a little braver on
your behalf. And then link up below. And it would be great
if you attached the "Teaching with Courage" button above (with the code
below it) just like you would grab any other blog button.
3. Finally, if you're not in a post-and-link
mood, or if you don't have a blog, it would be wonderful if you shared your experience in the
comments section at the end of this post. Describe what happened in a teaching setting (home school included) and how
you found the COURAGE to deal with the situation.
And thanks to
you for joining us on our journey on International Blog Hopping Day!
Now it's YOUR turn to share...
And if you've linked up and are trying to get back "home" to TBA,
Clink on the button below...
