The Privilege and Power of Being an Educator

Some time ago I was asked to present a talk on “The Privilege and Power of being an Educator” at an educational conference for teachers which was held at my school. I would like to share my thoughts with you:

“I do honestly believe that we as educators are extremely fortunate and privileged to be in a position to make an indelible impression on young peoples’ lives, as we mould them into fine, upstanding citizens of our country.

Many of us sitting in this hall today will recall teachers whom we loved dearly and of whom we have extremely fond memories, and those of whom we disliked intensely, but we remember them as clearly as if it was yesterday – even as far as specific instances, lessons, sports practices, productions, detentions, for some of us the dreaded and painful canings and so on…,  because of the impact that they have had on our lives.

I would like to relate a story about how significant a role we as educators play in the lives of our students:

I had a very special teacher in high school whose husband unexpectedly died of a heart attack. About a week after his death, she offered some of her insights with the class:

“I would like to share with you a thought which is unrelated to academic matters, but which I feel is very important.

Each of us is put here on earth to learn, share, love, appreciate and give of ourselves.

None of us knows when this fantastic experience called life will end. It can be taken away at any moment.

Perhaps this is how we are told to make the most of every day.”

With tears in her eyes she continued: “So I would like you to make me a promise.

From now on, on your way to school, or on your way home, find something beautiful to notice.

It doesn’t have to be something you see – it could be something you smell or something you hear – such as the way the morning light catches the autumn leaves as they fall gently to the ground.

Please look for these things and cherish them.

For these things are the ‘stuff’ of life. The little things that are put here on earth to enjoy. The things we take for granted. We must make it important to notice them, for at any time it can all be taken away.”

The class was completely quiet. We picked up our books and filed out the room silently.

That afternoon I noticed more things on my way home from school than I had the whole term.

Every once in a while, I think of that teacher and what impression she made on all of us, and I try to appreciate all of those things that sometimes we all overlook.  

I am sure many of you could relate a similar story and this certainly provides us with wonderful food for thought.

Some of us may well have been brainwashed or hoodwinked by our teachers to join this special group of people because it is such a potentially powerful, honourable and rewarding vocation and hence here we are today!

According to Rev. Inman; “Great teachers never strive to explain the vision. They simply invite you to stand beside them and see for yourself.” Some of us may well fall into that category; however, for others we may be feeling what Jacques Barzun – the French born American historian –  stated:

 “Teaching is not a lost art, but the regard for it is a lost tradition.”

It has often been said that to be a good teacher one needs to be a good actor.

There are many occasions when we may feel down for one reason or another and we can’t or shouldn’t show it, and the opposite also applies – we have to be the ‘Belle of the Ball’ and the old cliché ‘the show must go on’ springs to mind.

We are also expected to be a ‘jack of all trades’ and hopefully not a ‘master of none’!

Many of us will recall with horror and trepidation when we were  instructed by the headmaster to coach the football team or to take charge of the school production or teach mathematics or run the philately society, etc.,  when we did not have the faintest idea about it, or for that matter any interest in it, because there was no one else and we somehow coped and possibly even ended up enjoying it, as new horizons were revealed to us!

As teachers we are often put into situations outside our immediate comfort zone and are expected to deal with it. Not only are we expected to teach [which is of course our core business], but we are also expected to act ‘in loco parentis’; be a good surrogate ‘mother’ or father’; a counsellor ‘and are we not good at that!’; a superb sports coach, producer/director of brilliant productions; a fair and empathetic ‘policeman’; not tell the ‘blatant ‘truth at Parent Teacher Interviews; be a top marketer of our schools; a compassionate and caring pastor or priest in times of bereavement; an outstanding and efficient administrator in meeting deadlines, after marking five or more classes of essays and providing meaningful feedback to our students, and many other roles that we perform on a daily basis. What a job description! A la superman and wonder woman!

However, it doesn’t end there. On top of that, we are still expected to behave in a normal, well-adjusted, adult fashion when we get home and be that sane, caring, compassionate mother/father/husband/wife/partner/friend, who still has a sense of humour at the end of the day!

So why do we do it?

I cannot answer for you, but I think I have a fair idea. 

I believe that in the first instance we do it because we have a love for children. We have this wonderful opportunity to make a difference in young people’s lives – to help them see the light as it were.

What other vocation or profession allows one legitimately the right to make an impact on young people, and to hopefully make a difference in their lives in helping them attain their goals in a multitude of activities?

It is my contention that there is no other.

Not only do we have that opportunity in the academic sphere of our daily roles, but also as mentors and life coaches, where we focus on a number of core values.   Therefore, we are extremely privileged and, I would suggest, honoured to be in this very powerful profession, as we do have the ability and potential to have an effect on a daily basis and to be a ‘change agent’ as it were.

Unfortunately, we do need to be mindful and watchful, as there are those who abuse their position of trust of those under their care and have done so in the past and will potentially do so in the future.

Every child deserves the right to a caring, supportive, informative and enriching, holistic, educational experience and we have been charged to do so.

As former English football player and manager Frank A. Clark said: “ Every adult needs a child to teach: it’s the way adults learn.”  

What we also do need to bear in mind is not to place students into ‘boxes’ or categories and the following poem ‘The Average Child’ by an  anonymous author suggests the perils of doing so:

The Average Child

I don’t cause teachers trouble

My grades have been ok

I listen to my teachers

And I’m in school every day

My parents think I’m average

My teachers think so too

I wish I didn’t know that

Cause there’s lots I’d like to do.

I’d like to build a rocket

I’ve a book that shows you how

Or start a stamp collection

Well no use starting now.

Cause since I’ve found I’m average

I’m just smart enough to see

To know there’s nothing special

That I should expect of me.

I’m part of that majority

That hump – part of the bell

Who spends his life unnoticed

In an average kind of hell.

We know that there are students who feel like this in our schools and teachers and parents who tell them that. If one keeps on telling them that they are average, then that is exactly how they will turn out – average and the prophesy becomes self-fulfilling. 

It is our job as educators to make them feel good about themselves, because every student is special and unique, and we should celebrate their uniqueness with them and help them to realise their own particular talents.  

What an extremely honourable, privileged, powerful and rewarding calling this is!”