School's out - school's in

Most teachers find after they have completed their Bachelors and spent a year in the classroom that it’s in their interest financially and professionally to seek a Masters in something...practically anything will be helpful to their career.

Unfortunately, many interested in the three reasons to enter teaching (June, July, and August) soon find that they have been misled about the nature of the vocation they have undertaken.

It seems there was an applicant for a high steel job in a city working on a high-rise project. Though he indicated he had no real experience, he appeared to be someone who fit the bill in all other categories of a good worker and employee. After a few weeks, the foreman called him aside and said, “You have learned more in a short time about working the steel than anyone I’ve ever seen. You seem to have no fear, and are as sure-footed as the best of my men. What did you do before now that got you such courage?”

“I taught elementary school until my nerves went bad,” responded the young man.

Few people think of the courage it takes to deal with the futures of youngsters who come from the endless variety of backgrounds found in the typical classroom. The outcome of the methods and actions those elementary teachers utilize to reach those young minds and hearts are seen forevermore by others in the public educational system, future employers, and a lifetime of friends and acquaintances.

I didn’t do a lot of thinking about the responsibility the elementary teacher faces each day until I overheard two of them comparing notes on a lesson that one had taught that morning.

“I don’t think my kids got it at all. I’m going to try it again tomorrow.”

“My kids.” Finally I understood what the significance was when a shy student in my high school English class approached my desk and inquired whether I happened to be related to her second grade teacher. That student was a senior. Finally, I understood.