Enthusiasm and Trust

It is one thing to create assignments and lessons that are engaging, fun, and motivating, but more importantly to me is the impact a teacher can have by their presence and attitude. This excerpt from a Thank You card gifted me by my Grade 9 class speaks to that impact. If there is one aspect of this 6-week practicum for which I am most proud, it is the connections I made with students and ripple effects of the trust and respect that was built. Teaching is so much more than communicating a curriculum, it is modelling for young people what being a decent human being looks like. This role is built into the profession and can be abused and neglected or used as a powerful guiding force for the healthy development of adolescents. 

This artefact is simply a representation of the many ways in which I witnessed this type of impact in my 6 weeks. For this student and her friends, they were feeling disconnected and bored with school, repeating the too-often-used phrase "I hate school". In this moment I described what university was like: choosing your own schedule, learning about topics that excited you, creating your own routines and lifestyle, and figuring out who you are. My message may have been simple and somewhat cliché, but my enthusiasm was genuine and my love of learning clear. Seeing this message in the card filled my heart as it came from a student who seemed so fed up with learning. As a teacher (and lover of learning), sharing passion for learning is a vital part of the example we set for our students. Yes, Competency 8 states that we should "support students' love of learning" but if we do not model that love ourselves, they will never believe it. Competency 8 is priority #1 in my teaching philosophy and to see a student respond to my authentic love of learning is one of the great pleasures of teaching. 

There are other examples of the kind of mentorship and guidance teachers must be prepared to engage in for students. Let us take the student who left class to check her phone. For context, Alberta Education has implemented a policy where students are required to keep their phones in their lockers during school time and can only be on them outside or after hours (this is an excellent policy, in my opinion). There is a warning system and then the phone is confiscated. To condense a year-long story, this student had received more warnings than mandated and was caught leaving class to text. While she claimed she was texting her father, it was clear that she was lying, as her story did not add up. The approach from the teachers involved (both of whom I deeply respect) was kind but firm, setting down clear boundaries around her cellphone use and confiscating her phone. As I observed this, however, I could not help but think "why can't she stop herself from using her phone?" The lying and repeated use despite warnings and consequences pointed to a bigger issue of dependency and anxiety than a simple "oops". What I saw was a teenager who was dangerously attached to her phone and needed support to address that issue. If we, as educators, want to create a space of safety and growth while "Help(ing) students to recognize and appropriately manage their behaviours and emotions" (Competency 6), then these are the types of mental health red flags that should be addressed. 

The last example I will share revolves around a culture I have spent a lot of time immersed in: sports. Being an ex-pro, elite college athlete, the grade 8 & 9 hockey, soccer, and football boys were easy to get to buy in. We talked about my career, their teams, and current sports events and before the first week was up, we had soild rapport (the grade 9's nickname of "Big T" stuck for the full 6 weeks). This was never a concern of mine and is usually what happens when I enter a classroom, even as a substitute. What is worthy of reflection was what happened when I got my nails painted by the Gay-Straight Alliance students. While I have no issue having my nails painted (in fact, I have continued the practice to this day), there is a stigma surrounding that type of expression in the hyper-masculine attitudes of many athletes. It was important to me, therefore, to be as confident and assured in myself as possible with my bright blue nails. In every class, the boys would comment "nice nails Mr. T" and I would respond with a "thanks, I love the way they make me feel". It felt significant to set the example to these young men that being a good man had nothing to do with how you present yourself, it has to do with your actions and values. My painted nail did not make me less masculine or less "me", and modelling that was far more valuable than teaching it in a "life skills" lesson. We can preach values of acceptance and openness, but until adults that students respect are seen embodying those values, they will be empty messages shouted from a soapbox.