Don't Stop Believin'
by Jane Lucas
This is the second of our three-part series celebrating the School of Education's outstanding alumnus and student speakers who were going to participate in the recognition ceremony on Saturday May 9th, which was rained out.
Jane Lucas graduated from Webster University in 2013 with a master's degree in applied educational psychology, and again this May with an education specialist degree in applied educational psychology: school psychology.
 |
| Jane Lucas |
Twenty one years ago this
month, I graduated from another local university with a Bachelor’s degree in
both English and Secondary Education. Three
months later, I was teaching middle school language arts with a fifth grade
homeroom. I was drawn to teaching at
that time by an urge to positively impact children’s lives and to share my love
of literature and writing. I loved (and
still love) my kiddos; connecting with them is a daily joy that, frankly, I may
be addicted to. Another big draw for me
in 1994 was the autonomy of the classroom; back then, educators had domain over
their space, with freedom to be creative and to teach independent of
legislative mandates. We worked together
as teams, we were allowed to hug our students without fear of litigation, and
we integrated art and music and movement into our lessons without concern for
how it connected to the all-mighty standardized test. We were considered experts on our subject
matter and child development. Parents
and students respected us, and politicians trusted us. Now, buzz words like “Common Core,” “AYP,” “data-based”
everything, and “evidence-based teaching” infiltrate the teaching lingo, while
the news paints quite a bleak picture of the state of education—both for
students and teachers. Today,
everything that can be measured is measured, and those measurements are used to
make life-changing decisions for educators, parents, and students. Teaching recruiting is down, while teaching
attrition is up. High stakes testing
means mandates to prioritize test content over big picture concepts. Recess time is being cut, as are fine arts
budgets. Technology advancements have
enhanced instructional capabilities but produced students who rely on electronic
stimulation just to focus. Soft skills
are fading across the board. In short, educating is a demanding job that
drains a person physically, emotionally, and psychologically. It’s akin to parenting—you don’t know how
hard it really is until you do it.
So why do it?
Despite what I’ve just described, there are many, many reasons to become
an educator. There is no greater joy
than watching a lightbulb go off when a child finally understands a
concept. There is no greater
satisfaction than realizing how much a student has grown and changed from
August to May and knowing that you helped make that happen. Tremendous feelings of fulfillment come when
a lesson you worked on for hours not only teaches the concept you intended, but
instills a real love of learning to kids.
Nothing warms you more than watching a pupil who once had no friends
finally play at recess or sit at a lunch table with one or two others, smiling
the entire time. Listening to your
students, reading their papers, meeting their parents, gaining insight into
each of them and their own stories, helping them grow academically, socially,
and emotionally, and watching that happen in real time—these are privileges
that only educators get. They are not to
be squandered or forgotten. They are to
be celebrated.
How can we do this without losing our minds or selling our
souls to the Common Core gods? It’s not
easy. Here are some things I’ve learned
over the last 21 years:
· Make content relevant to your
students. Teach math concepts by using
sports or music or video games. Chose
literature that contains themes that affect your students but that contain
specific literary conventions. Assign
written work that connects to your students’ interests but includes goals for grammar
or mechanics or types of sentences. In
short, work within the Common Core; evidence-based teaching can—and should—be created
within your own classrooms.
· Talk to each other! Group therapy is not just for a counselor’s
office. You are not the only one who
will struggle with a student or a parent or an incredible workload. It’s okay to share these thoughts and admit
when you’re down—just remember not to turn it into a blame game that no one can
win.
· Trust your instincts. If you think a lesson is failing, it probably
is. Redo it. If your suspect your students are bored, give
them a brain break or a movement break. Follow their lead and trust that you will meet
their needs by doing so.
· Find your own rhythm. I am a firm believer that teaching is more
art than science. Be your own
artist. Produce the lessons that speak
to you and your students. Be creative
in the way you integrate mandated test content into your daily work.
· Remember that each child has his own
story, and you only know part of it. As
tempting as it is to judge bad behavior, try to understand the motives behind
it. And never take it personally. Be comforting when you can and supportive at
all times.
· Lean on those who are there to help
you. As a school psychologist, I am happy
to assist teachers with anything that I can!
Please use the human resources around you as much as possible.
· Carve out time for yourself at school
and away. Even five minutes alone in a
faculty bathroom stall can recenter us.
I used to close my door during free periods just for ten minutes of
silence, doing nothing but breathing (and occasionally crying or laughing). Don’t neglect your own families or friends,
and come back to school every Monday with a reinvigorated sense of what
matters. Give that gift to yourself as
often as you can. Without my own
children, I would not be the educator that I am.
· Enjoy the newness that every day
brings in a school. Every day is
different, and full of surprises. Expect
that. Learn to enjoy the adventure. It’s truly a wild ride, scarier and yet more
thrilling than any roller coaster at Six Flags.
Finally, as my son implored me to say
with the title of this speech, which was inspired by our favorite show, Modern
Family, and my favorite band as a child: DON’T STOP BELIEVIN’. Believe in yourself, your students, and your
ability to make the difference that you want no matter the obstacles. Don’t stop believin’ that you matter, that your
work matters, and that the impact which you make on this world matters. Don’t stop believin’ that you are
appreciated, respected, and trusted. You
do make a difference for families, for our community, and for the world. EVERY. SINGLE. DAY. You make little kids feel special and
protected and smart. You give big kids
wise advice, encouragement to follow their dreams, and more than just a few
high fives on their way to adulthood.
Don’t stop believin’ that EVERY THING YOU DO FOR A CHILD MATTERS. It does.
And it is my privilege to be counted among you.
.jpg)