IT’S WHAT WE DO–ALL OF IT

by Richard White

2011-03-12

On some days–often the more painful professional development days, it seems–I get a little frustrated. Either the subject matter, or the process, or the guest speaker, or sometimes even something my colleagues do will cause me to metaphorically throw up my hands and say, “Why can’t they just le me do my job? I’m here to teach the children!!!”

On some other days–often at the end of a few hours banging my head against the wall with my students in the classroom–I’ll say, “You know, I could get SO much more work done if I didn’t have all these darn kids.”

I suppose it’s a “greener grass” question, but the reality is, it’s ALL part of our job. One of the challenging and exciting things about teaching is the wide variety things that are expected of us: lesson planning, teaching children, communicating with parents, participating in ongoing professional development, representing our school in the community, chaperoning dances, attending school sporting events… You can’t do it all, of course, and no one expects you to (although if you want to give it a try, ask your local administrator to swap places for a day)… but you are reasonably expected to do what you can, and not squawk too much about it in the process.

Rockclimbers have to be able to handle a wide range of different vertical terrain: smooth sloping faces, steeper faces with small holds, finger cracks, hand cracks, fist cracks, off-widths, chimneys. The really good climbers–those able to handle the widest variety of terrain–don’t practice what they’re already good at; they address their weakest areas of expertise, in order to improve in those areas in which they are most deficient. Although this ironically has the effect of making training more annoying, it’s toward the greater end of becoming a more capable climber overall.

In the same way, consider working on those areas of your profession at which you feel slightly deficient. Are you a lousy communicator? Resolve to get better at it, make a plan (any plan), start small, and start communicating today–NOW. Do you tend to get stuck in your own classroom? Get out, walk around, and visit a few other teachers, a few other classrooms. It’s a refreshing change of pace, and may have unforeseen benefits down the road.

And above all else, do you work late at night grading, at the expense of your family and friends? Burnt out and bitter is no way to survive teaching (although I’m amazed at how many people do just that). Stay balanced, and try to keep it all in perspective.