On October 14, 2010, I started a new blog which I somewhat randomly called “Adventures in Substituting.” It was started because some of my friends had no idea what a substitute teacher actually did, even though all of them had experienced having a substitute for at least one teacher at least once in their school experiences. (The blog then became “Adventures in Teaching Fourth” when I got hired to work at Wiley.)
That first blog post was entitled Why I Teach, which was based on a paper/short essay I wrote for an early college class. While you can click on the link to read the entire post, here is an excerpt that still rings as true today as it did 2,365 days ago when I first published it online:
Rainer Maria Rilke, an author of the early 1900s, published a series of letters he wrote to Franz Kappus, an aspiring poet who wanted Rilke’s advice and approval of his work. The work is aptly and simply entitled, “Letters To A Young Poet.” In the very beginning, Rilke suggests to his young friend that the only way to know if he [Kappus] would know if he was to be a poet or not would be to examine himself in the middle of the night and see if there is anything else he can think of doing other than writing poetry.
Although Rilke’s advice was offered in the context of writing, I have found that it has many applications in my own vocational goals. I have often asked myself, “What do I want to do with my life?” When I wake up in the morning, I know that answer. I want to teach. I cannot think of doing anything else with my life. A student once asked me why I wasn’t a lawyer, or a doctor. I responded, “Because I am a teacher.” It seemed self-evident to me that that was what I would be, because it is what I was (and still am today).
Teaching is so much more than presenting information from a textbook. It is also more than creating a classroom that is open to diversity, although these are both important aspects of it. The best descriptions of teaching I know comes from a movie I saw some time ago: “A teacher has two jobs. To fill young minds with knowledge, yes. But also to act as a compass to give those minds direction.” The true teacher is one who guides students to a personal, life-long quest for knowledge, so that some day the student can, as Elbert Hubbard once observed, “get along without his teacher.” To “get along” is to be able to learn, to appreciate, and to understand the changing world in which we live, and it is my hope to be a part of that process.
That is why I teach.
In the nearly six and a half years since then, I have blogged about my experiences teaching at all grade levels and in dozens of schools across East Central Illinois as a substitute teacher, about my experiences as a fourth grade teacher for almost six of those years (my substituting career actually started two years before I started blogging), things I have learned at conferences and workshops, books I have read, and memoirs and introspectives related to my career, my vocation, my calling, my passion. I have tried to keep each post unique but there have certainly been times when I wrote about something and then a year later wrote about it again.
Each experience has been valuable and important in its own unique way. I know that my blogging frequency has decreased rapidly over the past two years. I used to blog every day I worked (as a substitute), and then I blogged every school day (plus some extra). My frequency started to decrease during grad school when, instead of taking time to write about my reflections for the day, I would use the time after work and before class to read assignments, write assignments, or work on projects. I felt like I was in a rut this year, with my blogging, and so I gave myself permission to not write every day, which turned into sometimes a month or more without a post.
But I have never stopped reflecting, pondering, and evaluating my day. I have never stopped worrying about my students, about my colleagues, about my district, about the public education system in general. I ask what I can do to make things better, not as a comparison to others but as an internal comparison. I ask myself the same three questions I frequently ask my students: what worked well? what didn’t? what can I do better next time?
And now, at the conclusion of my 1000th blog post about my adventures in teaching, my answer to Rifka’s question is still the same: I am a teacher because there is nothing else I can ever imagine myself doing, whether that teaching is of 23 fourth graders in a classroom or 40 adults in a building. It is what I do because it is what I am.