Many current practitioners in the field of education are
often asked, “Why would you want to be a teacher?” Frustrating as the tone of that question is,
it’s also easy to understand where this often-cynical question finds root, and
I can’t say that I necessarily blame the general public for their
derision. After all, our foundational
frameworks of understanding education in general, and teaching specifically, is
often informed by our interactions with TV shows, 24-hour news channels,
political debate, etc. Teaching is one
of the few professions that nearly all members of society have interacted with
for the majority of their lives (as either student or parent). School is a common bond, with uncommon
experiences, and it’s those negative (or uncommon dare I say “unexpected”?)
experiences that inform the motivation of politicians and bureaucrats who seek
to “reform.” It’s also rooted in the skepticism formulated by news stories in
today’s 24-hour cycle; and that cynicism is also the driver for negative characterization
of teachers as portrayed in popular TV shows and movies. Why would you want to
be a teacher? An article in the Washington Post (June, 2015) highlighted
the top five reasons why teachers quit:
- Reality vs. Idealism (The gap between pre-service and in-service)
- Lack of Respect (See above)
- Paperwork (grading, assessment, report cards, etc…)
- Environment (Valued Added Measures (VAM) based evaluations – Fear)
- Will I have a job? (Probably not a current reality in Washington State)
However, what happens when “would you” is replaced with “do
I?” as in, “Why do I teach?” Suddenly
the tone changes from defensive to proactive. It postulates a sense of optimism
and hope for a profession worthy of both! As Director of Student Teaching, I
have the distinct privilege of working in an environment where young aspiring
teachers come to us with a sense of urgency to step in and step up to help
change the world one child at a time. As
they grow and mature in their training, the rose-colored glasses fade just a
bit as they begin to see the realities and challenges presented by the issues
in today’s classrooms (over assessment, poverty, racial inequities, language
barriers, etc…). The barriers for these
pre-service teachers become opportunities and for so many they move toward
certification with a renewed sense of purpose and belonging.
Annually the new “doe-eyed” student comes into my office
that has developed a romanticized notion of what teaching is or will be. Because of this, I challenge pre-service
teachers to wrestle with “why” they want to become a teacher. Initial responses include simplistic answers
such as “I love kids,” or I’ve “always wanted to teach.” Yet, over time these responses mature. The development process also affords growth
in the depth of the answer. The candidates who earnestly wrestled with their
chosen profession now find themselves with answers such as “to provide all
children (no exceptions) with access to quality teaching, regardless of
zip-code. To model love and empathy; to
be a voice for the voiceless, and to stand for justice, when no justice seems
present.”
These are the reasons new teachers are choosing to teach.
These are the answers to “Why I do want to be a teacher.” It’s important, then, that those of us
established in this high calling, also help turn the tide and begin to promote
the benefits, shorten the gap between idealism and realism, and use our voices
to promote equity and access to all.
I recently asked one of our graduates to reflect on the
question: Why I want to be a teacher,” after nearly completing her first year
of teaching, here is her response:
Each day I see students smiling and
laughing together, helping each other learn a new concept, playing soccer
together during lunch, or running to come tell me the latest thing they are SO
proud of. My students are why I am a
teacher. They inspire me everyday, constantly reminding me that there is
more to school than the Pythagorean Theorem. I have learned so much from my
kids this year.
I want to be a teacher to help
my students learn how to learn. Learn about life. Learn about themselves. Learn
about math. Recently I asked my classes what they thought about learning. One
student wrote, “School should be a place where we can be curious and happy.” I
hope to make school that kind of place, where learning is desired rather than
dreaded, curiosity is welcomed, and students feel comfortable thinking out of
the box.
Let us not give heed to the cynicism that so easily creeps
into our profession; instead let’s harken back to a time when each of us
answered our own why, and let’s join forces with new colleagues entering the
profession to balance the realities of high stakes assessments with the goal of
bending the arc of justice to a more rounded focus on the whole child.
Keith A Lambert, Ed.D.
Assistant Professor
Director of Student Teaching
Whitworth University
