Last night in class a normally, very sweet, very patient classmate spoke out about the fifth graders she was teaching. “It was so frustrating. They were so needy. It was as if they needed me to hold their hand. I felt pulled in every direction because if I was helping one student I wasn’t able to get to the other 20-something kids. What should I do?”

Our professor, a retired teacher and principal said, “You wouldn’t happen to be teaching a group of Elementary Education graduate students would you?”

Oh, how roles switched. During my two weeks off I forgot to turn in two assignments! Luckily, I was able to turn them in late and get a B+, my first B of the whole program. Sad. I see the importance of getting my Master’s before I’m in a career where I must bust my hump everyday. I don’t know how teachers are able to teach and go back to school. But then I thought working, parenting and going to school would be unthinkable and it has happened, B+ not withstanding.

“Being confident of this, that he who began a good work in you will carry it onto completion until the day of Christ Jesus.” Philippians 1:6
Right now I’m inspired to learn about positive talk, educational encouragement and how to tap into that self talk and make it work for children. There is much talk about how we live in a society with too much praise. We are praised when we get last place. We all are winners, we all are superstars, etc. But there is also a lot of self-doubt among children. They are very sensitive at a young age to labels, feelings of being a disappointment or feeling less than the whole. What are we not saying, or saying correctly, to really encourage children to have faith in their abilities and find their own intrinsic motivation to learn?

Today our sermon in church was about how Jesus took 12, essentially flawed, very human men, and through his belief and confidence in them (and of course his amazing teaching) helped them transform into great teachers, leaders and men. As teachers, we too are only limit children by our own expectations of them. What kinds of things do we say to help them see that we see their potential and that we have strong faith in the their abilities and future accomplishments if they choose to try and work toward being their very best?

I am thinking of ways that I can try and make that connection in words that don’t sound too canned, too overly-praising and hit the buttons of self confidence and intrinsic motivation. Of course, I’ll need many ways to say things and many opportunities to say them. That’s probably why there are millions of books on teaching. One day, when I’ve read a dent of them, it will be time for me to retire. But until then, I feel like its a good experiment to continue to throughout my teaching.

A study was conducted where certain teachers were told that they were teaching a group of gifted children. They were not allowed to tell the students they were gifted or tell others about the students gifts. At the end of the study the childrens’ test scores rose significantly versus the teachers who were not secretly told their students were gifted. Of course the students were normal and the teacher’s perception of the students was the only thing that was altered. What amazing changes! In the time of testing, testing, testing and labeling, labeling, labeling, isn’t it amazing what something as simple as not knowing everything about a student and assuming only the best can do for students?

“Finally, brothers, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable-if anything is excellent or praiseworthy-think about such things.” Philippians 4:8

So during the day when I can’t blog I think of a million things to write about. Now, that I have a moment to do so (and a full week by myself) I can’t eek one creative thing out.
I spend my days encouraging 2nd graders to write what they see, smell, hear and touch in their stories. Right now I feel numb, drained and pooped out.
I had my first teacher dream. I dreamt I was back in 3rd grade. Even though I was as intelligent as my normal 35 year-old self (whatever that means) my teacher didn’t like me and asked me questions like “Name one major news story from yesterdays headlines.” I am notorious for not reading the paper or listening to the news daily. I had no answer and was berated by the teacher. In my dream I sighed and looked around at my Parent Trap (sans child) situation. This time around I was friends with the popular kids. That looked good. I began to fill out my third grade worksheet only to watch my hand writing the word “puzzle” with perfect cursive zees. Wow, I know cursive, and none these other third graders do! Maybe this isn’t so bad.
What does this mean? It means I am okay with being back in third grade as long as I am smarter and more popular than I was the first time around. Eureka! I am the teacher!