Choices

"You can eat all of that food or you can go to your room, young lady."

 Which would you choose?

"You can get to that office now or I can call your mother." Hmm, decisions, decisions.

In either case, there is not much of a choice given.

"You better decide now or it's not going to be pretty around here."

Sadly, these are the kinds of options that kids, particularly those with behavior issues already, face every day.  No matter how they choose, they lose. There is no positive choice.

But what if we changed these scenarios.

"You have a choice. You can eat your beans first or your potatoes first. Which do you choose?"  

"It's time to go to the office. You have a choice. You can walk with me or you can walk ahead.  Which do you choose?"  

At this point, either keep eating or start walking and let them make a choice.  They now have two positive options, both of which get the result the adult was looking for in the first place.

Offering two positive choices give kids a chance to practice decision making and have some control over the situation.  It also allows the adult to focus on the positive response they wanted from the beginning while teaching the child the skill of decision making. For this to work, however, two things must happen. First, you have to give the child some time to make a choice.  This may take some time. Be patient.  If they don't choose, repeat the choices without sounding angry. Second, both choices have to be positive for the child.  If one is positive and one is negative or both are negative, it comes across a threat.

So, let's revisit the above situations. You've just given the child a choice between eating their beans or potatoes first. After a few moments, they start eating their beans.  At this point, it is time to notice them and reinforce their decision.

You chose to eat your beans first.   

In the second scenario, the child goes ahead of you and makes it to office before you arrive. As soon as you get there, acknowledge their choice: You chose to walk ahead of me.  

While it may seem simple, giving two positive choices can alleviate many of the power struggles that adults face with kids every day.  Also, if a student is upset, it can help them become calm by giving them options and some control over those options.

Are two positive choices always necessary?  Of course not.  If a student is following directions, then there may be no need for choices.  If a student is in a fight or flight state and unable to make a choice, then an assertive command will be necessary.  In case of an emergency, choices could be dangerous.  For example, during a fire, the only choice is to get out of the building through the safest route possible.

Giving two positive choices is a powerful tool in our arsenal to use to avoid power struggles and teach kids to develop decision making.

For a more thorough discussion of the concept of choices, watch the video below from Becky Bailey's Conscious Discipline series.

You never know

Last Sunday morning, I was visiting with a consultant who helps mentor and train pre-service teachers for an area university.  While we were talking in the church office, a veteran teacher walked in.  The consultant stopped, looked at her, and said, "I need to tell you something." He proceeded to tell how one of his pre-service teachers shared that the reason she wanted to teach was because she had struggled in school, had poor behavior, and didn't feel like her teachers cared about her.  But there was this one teacher in 4th grade who did care.  This teacher loved her, but also pushed her hard when she didn't want to work. She told how this lady would even come to her house, sit at her kitchen table, and make sure she was learning. "It's because of her that I want to be a teacher,"

Tears were beginning to form in my eyes as I listened to this story, but I was stunned when my consultant friend looked in the veteran teacher's eyes and said, "You were that teacher." As he shared the girl's name, a light shone in her eyes.  "Oh, yes, I remember her.  We went round and round, but I refused to give up. I'm so glad she is doing well."

As educators, we may never see the real impact that we have on our students.  It could be years later before the fruits of our labor come to fruition.  But, we do have an impact, for good or ill.
Each day, we need to focus on giving our best to every student and not accepting less than their best, no matter how hard that is to accomplish.  It will be worth it if we don't give up.

The Great Connector

This subject of this post has nothing to do with being an educator.  At the same time, it has everything to do with it.  This post is about food.  Namely, the connecting power of food.  Since 1998, I've either visited or lived in 10 countries outside of the United States.  In most of these, I had the chance to spend time with local families, often in their homes.  I also observed lots of westerners, particularly Americans, during these visits.  Most of these travelers stayed at 5 star hotels and ate at the best restaurants.  In contrast, my wife and I stayed in homes or cheap hotel rooms near the city centre and usually ate with families or in the local eating spots, particularly night markets.

It makes a difference. If you are just in a place to sightsee, eat wherever you like. If you want to connect with people, eat with them and, even more importantly, eat what they eat.  I can't count the relationships that I have made with people simply because I was willing to sit in their home and eat what they had cooked.  It was always amusing to see people grin and comment about how you really liked their food. It was honoring to them, just as it is honoring to have a guests eat at my own home.  It brings joy to both the giver and receiver.

For many people, eating unknown food is scary.  I've seen people who were literally afraid to eat what others had carefully prepared.  One fellow who traveled with us for a time loaded his suitcase with beef jerky so he didn't have to eat local food.  On a home visit in Southeast Asia, the grandmother took pity on him and hand prepared him chicken strips so he wouldn't go hungry.  Another man refused to eat at the night market and instead made his way down the street to Pizza Hut each evening.  Both missed opportunities to build relationships with people in the most natural way possible, over a meal.
In my travels, I've eaten foods that were amazing and others that did not agree with me.  It didn't matter because it wasn't about the food, it was about the people.  The food was just a connector.  This was brought back to mind this week when an Indian student's mother found out I had lived in parts of Asia.  She made me a plate of flat bread and green curry sauce that was to die for.  That simple gesture was a reflection of the relationship I am building with her family.

I could write all night about food, what does it have to do with education?  Lots.  As educators, we have to be willing to step into our student's and families world in order to build relationships with them.  Maybe that won't be through food, but instead finding out what they enjoy and then doing it with them.  It may mean finding out which kids are on the little league team and then going and sitting in the stands watching them.  It may mean finding out their favorite game and playing with them.  When parents visit the school, we can find out their interests and spend time talking with them about it. When we are out shopping or in the community, take the time to visit with parents and their kids.  If you are invited to their home, accept the invitation.  Whatever we do, we must find a way to connect that is honoring to the other person and use that to build a relationship.  The means is not what is important.  The relationship is.  In my case, I just hope it involves food.

Curious George and the power of adult action

I've never read a Curious George book.  This thought struck me recently.  My son and I went to see the movie and watched the TV show on PBS, but I never read the books. They just weren't for me, I would say.  After reflecting, I realized the probable reason.

Let's take a trip back to 1971.  An excited 1st grader walks with his class into his first book fair with money burning a hole in his pocket.  The book fair was held in the music room because the library wasn't big enough.  As this little boy enters, his eyes move around the room, filled with stacks of books larger than he's ever seen.  There are books everywhere.  As an beginning reader, it is like a candy store of words, waiting to be tasted.  Glancing to the right, he sees a table with several books that he recognizes from his aunt's house. Curious George. He has heard his aunt talk about the silly monkey during his visits. The little boy quickly makes a bee line to the table.  As he is quietly thumbing through the first one, marveling at the pictures of the man in yellow and the little monkey, a gruff adult voice comes from behind.  "Those aren't for you," the woman said.  "You need to get a book from over here."  The little boy dutifully walks to where he is directed and with no enthusiasm, picks out a book from "his" table.  He doesn't remember the name of the book he got that day, but he does remember that Curious George wasn't "for him."  At least that was the excuse he used when given the opportunity to read the H.A. and Margret Rey classics.

I can still remember that scene clearly.  The woman who directed me to the other table and told me those books weren't for me was probably just a volunteer doing what she was told.  But for the next 45 years, I did not read a Curious George book.

Adults have great power in the lives of children.  As an educator, I am often reminded of the need to build them up and encourage them, not take the wind out of their sails.  They come to school each day, eager to learn and grow.  They want to be challenged and to make choices on their own, As the adults in their lives, we are charged with guiding them and helping them to grow in a loving, nurturing environment where they can safely take chances.  In order to do this, we have to carefully monitor our own words and actions, always aware of the potential long term consequences.

Did this Curious George incidence turn me into a non-reader?  No. I usually read 20+ books a year.  Did it have dire effects on my psyche? I hope not.  But it was powerful enough for me to remember the details years later and to miss the chance to enjoy some of the world's most famous children's literature.

Now, I'm heading to the library because it's never too late to start.

Magic Words

The Bible, in Proverbs 18:21, says "Life and death are in the power of the tongue."  As educators, we need to take this to heart and choose our words carefully, as they can either exacerbate or diffuse a situation.  Through the years, I've learned several words and phrases that seem to work like magic in dealing with others.  There is nothing special about any of these, but when spoken with sincerity can change a situation for the better.  Below are several these "magic words."  Try them and see what happens.

1) "Now..." - Have you ever watched a child's face when you say something like, "You did steps 1 to 3 exactly right, BUT you didn't do step 4."  It almost seems to suck the life out of them.  It is though you are saying, "You did good, just not good enough."  Imagine replacing that "but" or "however" with "Now."  "You did steps 1 to 4 exactly right, NOW start on step 4." For whatever reason, that one word "Now" seems to turn a negative into a positive.  When I first learned this, I decided to test it.  On the tough kids.  In detention, no less.  Every day, I assigned a reflective writing prompt.  The kids would write a sentence and then balk.  One day, I told a boy, after he written a single sentence, "That is a great start, now write about what you do next."  To my amazement, he did.  He wrote two more sentences.  I repeated this several times until he had a page written. Then, after looking at the page, I said, "Now, read it again and underline any corrections you need to make or anything that doesn't really make sense."  He did.  This continued until he had written a very strong reflection.

2) "I'm sorry that happened." -  These four words have changed the way I address people when they bring problems my way.  Anytime someone comes to me with a problem situation, my first words are "I'm sorry that happened."  And I am.  It may be that I empathize with the person. It could also be because this problem brought an irate person into my otherwise peaceful day.  Either way, these four words, said with conviction, will reduce tension and help bring the person to your side.

3) "How can I help?" - When people know that you are really listening to their concerns and are willing to invest in them, they are much more willing to work with you.  I use these magic words when people bring a real concern to me, as compared to a string of complaints.

4)  What do you think?  - Asking for people's opinion or advice let's them know you think they are important.  It may also lead to a better solution to a problem.

5) "We..." - There is strength in working together with others. When you use the word "I," the focus is on you.  When you use the word "we," the focus is on all of us.

6) "Your child... " - Many educators use the term, "your student" when talking to parents about their kids.  For whatever reason, that sounds impersonal.  "Your child," however, brings it closer to home.  It also lets parents know that you see their child as more than just a name on a roll sheet and seems to open a door to more effective communication.

7)  "Can/will you help me?" - I don't know about you, but when someone seeks out my help, I am flattered.  It is a self-esteem builder and a great ego booster.  It also shows that you can't do everything and need others to be successful.

One word of caution:  While the words and phrases above are useful in working with others, they must be used with a tone of caring.  If not, they will come across as insincere and often hurtful.

What "magic words" do you use?  Please feel free to add them in the comments.

Tending the garden

Last week, I planted a tomato plant.  Actually, I planted two as a meager attempt to get back into gardening.  As I was putting them in the ground, it occurred to me that, as an educator, my job is very much like gardening.  I don't mean that it's dirty work, although that's sometime true.  Instead, the work of an educator is like tending to the seeds in a garden.  If you've ever planted a garden, you know that the first step is to prepare the soil, often removing weeds and tilling up the good dirt.  You might also add fertilizer.  Then, you make your rows or mounds to ensure the plants have room to grow.  Third, you plant the seeds in the soil and water them.  After that, the next few days or weeks are spent watering the seeds and watching as they grow.  Over time, after continued watering, weed pulling, and pest killing, you can finally collect the harvest.  If you don't do these steps, chances are the plants will either not grow or they will not bear fruit.

In the same way, the children who walk into our schools and classrooms are like the plants in a garden.  Some are seeds, just waiting to sprout.  Others are already in various stages of growth and need our help to keep them on the right path.  Some have come in with soil preparation already underway.  Others are trying to grow in a patch of weeds. Some receive water every day.  Others are still waiting for someone to turn on the hose.  Some are healthy and bearing fruit already.  Others are stunted.  Some are in perfect soil.  Others may need to be transplanted to grow.  The funny thing is, on the outside, they all look like kids.  It is our job to build relationships strong enough so that we can see where they are in their growth. Then, like a gardner, we have to provide the necessary support to help them grow.  That support will rarely be the same for every child.  Some will need more time and effort to grow than others.  Some might not even sprout during their time with us.  It doesn't matter though.  Each one can grow. We must choose to never give up on them, but keep nurturing until they finally grow into the people they were created to be.  

Observation Day

Recently, I've been doing a lot of formal teacher observations.  Throughout the year I do multiple short walkthroughs (though never enough), so I already know what to expect.  The formal is really putting icing on the cake and an enjoyable learning experience for me.  It always surprises me when these mostly veteran teachers share with me how nervous they are during observations.  Maybe it is because our district does not allow for prior notice, but I think it is just a natural reaction to being observed.

As I reflect on my own classroom experience, I remember that I usually enjoyed being observed.  It wasn't that I relished an audience (though that is partially true), it was more that it gave my students a chance to show off.  As a Science teacher, at least part of each class was lab-based and my observer would rarely just sit.  More often than not, they ended up interacting with students just as I was and became learners themselves.

Still, knowing that someone can enter the room to observe at any time means that you have to be on your A-game every day, every class, every lesson.   Pondering that thought made me realize this important truth:  Teachers are observed every day.  Not by administration, but by children.  Young faces are watching our every move and determining if we are worthy of their time.  They are judging the lessons we deliver and making decisions about whether they will learn what we present.  There are future teachers in our midst who may be developing their own style based on what they see in us. Whether we like it or not, what we as teachers do every day is on display.

So, let's treat every day as observation day.  It will keep us on our A-game and let us do what is best for kids.

On being the only man on campus

This year, I took a position at a Primary campus where I am the only man on the staff.  I'm also the first male administrator the campus has had since the 1990's.  It has been a wonderful as well as eye-opening experience.  Being the only man means that I get called on to take care of situations that the female staff are uncomfortable with.  This means everything from teaching boys how to lift a toilet seat to chasing away stray dogs and talking down angry parents.

For many of the children on our campus, there is no positive male influence in their lives.  They are raised by mothers or grandmothers and a father or father-figure is simply not in the picture.  While I can never replace those men, I hope that my presence and influence will make a difference in their lives.  This was brought to my attention this week while talking with a single mother about some personal issues I was helping her son with.  Her words hit me like a hammer.  "Mr. Quarles, his dad died two years ago and he doesn't have anyone to help him learn how to act like a man." "I try," she said, "but it's not the same. Thank you."  It was after this conversation that I realized this is a calling and I am on this campus for a reason.

Knowing I was to be the only man on campus, I knew I needed some help.  So, my first request was to start WatchD.O.G.S.   At our kickoff, we had over 100 men show up and so far we've had 27 serve at least one day on campus.  Most have been here multiple days.  Their presence makes my job so much easier and it greatly impacts both the teachers and the students.  Children who say they don't like to read will gladly volunteer to read to a WatchDOGS 'dad.' Teachers say their presence and involvement helps kids stay on task. When they are on campus, the number of discipline problems drops.  It just amazes me what the presence of a positive male role model can do for kids.

Throughout this year, I have been thoroughly blessed to work with teachers who are caring, nurturing, and knowledgeable about teaching primary school students.  I am also learning from a principal who has forgotten more about running a primary school than I'll ever know.  Still, at least once a week, someone comes up to me to say how thankful they are to have a man on campus.  It could have been any man.  I am so blessed it is me!

People are watching!!!

This is a message to all educators out there:  People are watching!!!!  They see the things you do when you think no one is looking.  The things you would never talk about are being voiced.  The things you would like to stay secret are being shared.

People are watching and they see what you are doing.  They are watching when you take your personal time to attend a child's sporting event.  They notice when you spend those extra hours to tutor that struggling child when you could be home instead.  People see that you keep food in that little drawer in your room so that no child ever has to feel hungry.  They are looking when you spend your own money to buy a child a pair of shoes because theirs are falling apart.  

People are watching.  They know when you quietly take up a collection and then bring children clothes shopping at a "real" store for the first time in their lives.  They quietly applaud when you take a Saturday to chaperone a field trip.  They are looking when you show up at the school dance and make a fool of yourself on the dance floor.  

People are watching and they notice.  They know the times that you spend over an hour listening to a parent who just needs to talk.  People see when you wink and wave at that child in the grocery store (and make their day).  People notice when you point out the good in a child when you could have focused on the negatives.  

Educators, people are watching you.  They see what you do every day to positively impact the lives of children and they notice.  Most will never say a word about it to you, but they will talk to others.  They do notice and so many quietly applaud what you do every day.  You should too. 

Don't ever let them down

It was raining and cold as I approached the store entrance.  "Excuse me, sir," said a voice from the shadows.  As I looked up, I saw a young man in his early 20's approaching.  He was tall with red hair and a scruffy red beard.  While his clothes were disheveled and hands soiled, he had a kind look in his eyes that was vaguely familiar.  "I need something to eat. Can you help me?"  I make it a habit to never give money, but I'll gladly buy food, gas, or other necessities if I'm able.  "What do you need?" I asked.  "Something I can eat that's hot and not in a can.  I'm really hungry," he replied.  I motioned for him to follow me and as we walked towards the deli area, he looked closely at me and said, "I know you, don't I?"  "What's your name?" I inquired.  "John."  My mind raced back several years as I remembered how I knew him.  "I was your teacher, John."  "Mr. Quarles!  7th Grade Science. I really enjoyed being in your class.  You made learning fun." He paused. "I always looked up to you."

As we stood at the deli, I told him to get what he needed and I'd pay for it. John looked over the various foods and began to tell me about his life since junior high.  "I was in trouble quite a bit in school, but things got really bad when my Mom died.  I just went crazy and got strung out.  I didn't want to live anymore.  I'm smart, but I didn't act that way.  I wasted a big part of my life so far." I agreed with him that he was intelligent.  I remembered that about him.  He was always ready to question and participate.  Not a model student, but fun to to have in class. 

Suddenly, he looked right at me and his words took my breath away.  "I wish someone like you would have been there for me.  I needed a man in my life to show me how to live. I wish you could have helped me."  I thought to myself, "John, I didn't know.  I was so busy trying to do my job that I didn't take the time to really get to know you.  I wish now I would have."  

We talked for a while longer about the struggles he had after his mother passed away, how he had battled mental illness, been in trouble with the law, couldn't find a steady job, and was sleeping on friend's couches.  He told me how he was trying hard to make it and that he wasn't going to give up.  

"What can I for you, John?"   His response nearly brought me to tears.  "Mr. Quarles, you can do one thing for me."  "What is that?"I asked.  "Be there for your students. They look up to you, so don't ever let them down.  I don't want anybody to end up the way I did."  "I'll take that to heart, John," I replied.  Shortly after, we went our separate ways. 

Was meeting up with John a divine appointment?  Probably so.  I only know that the encounter was not what I was expecting nor prepared for.  But, I must do what I said and take his words to heart.  As a teacher, I missed a lot of opportunities to positively impact the lives of students. I was so focused on teaching the curriculum that I failed to really get to know my students.  Thankfully, we get second chances.  As an administrator, I have opportunity every day to reach into the lives of struggling kids and help them as they navigate their way through life. We all need someone to guide us.  John reminded me tonight that I can be that person.  Now, I don't want to let him down again.  

You don't say: Non-verbal classroom management

Some of the most overlooked classroom management strategies are non-verbal actions and cues.  For some reason, many of us seem to believe that if we didn't say it then it wasn't communicated.  Nothing could be further from the truth.  As a teacher, it took me several years to understand the power of non-verbal communication strategies and their effect on student behavior.  As an administrator, I use these strategies daily, especially when working with large groups.  The reason I believe they work is that they are  non-threatening and allow the student to save face because others rarely even notice that a directive has been given.  This cuts down on the escalation that can occur when a student feels they are being verbally reprimanded. 

Some examples of non-verbal management strategies are:

1)  Proximity control - When the teacher moves close to a student who is off-task or acting out.  The close proximity of teacher to student is often all it takes for behavior to change.  In addition, the teacher might touch the desk or the paper to indicate the need to get back to work. Proximity control tends to work better when the teacher is regularly moving throughout the room.  If the students don't know where the teacher will be next, they are less likely to act out.  

2)  Visual cues - There are a number of cues that teachers can use to redirect student behavior.  Some are universal such as a finger over the lips for silence or nodding/shaking the head for yes and no.  Others are specific to the teacher or classroom.  For example, I point to my shirt and make a tucking motion when directing a student to put their shirt in or make a twirling motion with my finger to indicate the need to turn around.  These cues can also be used to reinforce positive behavior such as a thumbs up or a fist bump.  Students can also be taught to use visual cues.  For example, raising a pencil can indicate the need to go to the sharpener.  At lunch, my students have been trained to point to the restroom door or the water fountain to ask permission to go these locations.  

3)  The "Look"  - The "look" is a technique that I don't believe is used often enough.  Basically, the teacher looks directly at the acting out/off-task child with a silent stare that is neither happy not angry, but ambivalent.  Many mothers, especially those from the "old school," have this down pat. When a teacher has perfected the look, they can move a child to proper behavior from across the room.  However, for the look to work effectively, the student needs to understand that, if the behavior doesn't change, there will be a consequence coming shortly.  

Non-verbal classroom management techniques are simple to implement and can be extremely powerful when used effectively.  I would encourage all educators to add these and other non-verbal strategies to their classroom management tool bag.  

What are some non-verbal techniques that have been effective in your classroom?  Please share your ideas in the comments.  

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Blogging into 2015-Day 3: Meaningful and enjoyable

Today is an extension of yesterday's post about what a teacher can accomplish in 10 minutes or less.  I watched a classroom this morning and was amazed at the level of learning taking place.  This was a 2nd grade class and the topic was adding or subtracting by 100's.  The teacher had already taught the lesson and the students were divided into small groups to have a competition of sorts. A problem was written on the board and groups had a set amount of time to work together to solve it.  When the timer went off, the teacher called one group to the board to show how they solved the problem.  But, not only did they have to write it, they also had to explain to the class why their answer was correct and the process they used to get it.  While the group was working at the board writing their response, the teacher was working the room, questioning the other students.  When the group at the board was ready, they explained their response and the other groups were able to ask them questions.  Once it was determined that their answer and explanation were acceptable, they got a point.  Then the process repeated  During the eight minutes I was in the room, I did not see a single off-task student.  In fact, they were eager to demonstrate their understanding.  In addition, I watched these students rise to the challenge even when a difficult problem was presented. (They all groaned when they had to solve using a number line).  

Students will think at higher cognitive levels when the task is both meaningful and enjoyable .  Great teachers know this and develop lessons that create such an atmosphere.  The class described above was not quiet nor were they sitting still. They were moving and talking and thinking.  And, most importantly, they were learning.

Blogging into 2015-Day 2: In just ten minutes....

Over the past two years, I've had the privilege of observing numerous teachers and classrooms.  Many of these observations last no more than five to ten minutes.  Yet, for those few minutes, in effective teachers classrooms at least, there is more occurring than one can successfully document.  In just a few short minutes, teachers can make numerous instructional decisions, vary activities several times, and interact one-on-one with every student in the classroom.  In one ten minute span, I watched a colleague teach a mini-lesson, use quick formative assessment to gauge understanding, start a group activity to reinforce the lesson, and then visit each group asking probing, higher order questions. All the while, they were monitoring every other group from a distance and silently correcting behavior with just a glance.  This is not a one time event, but a daily occurrence.  

Effective teachers read their students needs and make adjustments as necessary.  They are attuned to what is happening in the class and fit the lesson to the students, not the other way around.  They are protective of instructional time and use it wisely.  A strong teacher can pack what feels like hours of learning into just one ten minute stretch.  I would challenge anyone in any other business to use ten minutes as effectively as a great teacher.  I bet you can't.  

Why I am a Public School Educator

For several weeks now,  I've been trying to write a post in defense of public schools.  While my ideas were succinct, they never seemed to come out right on the page.  Then it hit me. Just explain why I choose to work in public schools.   

1) It's a calling - It would be very difficult to have a fulfilling career as a public school educator without a calling.  The challenges are just too great.  I'm always amused by those who write books about their experiences in public education, but are no longer in the field.  That says a lot to me. I started in education in 1993 as a substitute teacher.  I had just finished a degree in Industrial Hygiene and, after working in the field, knew it wasn't for me.  For several years, there had been a nagging voice in the back of my mind telling me I needed to be a teacher, but I had ignored it.  It was during a funeral for a young man I had met at a church youth camp that my calling was cemented.  This boy had been stabbed in the head during a gang initiation. For some reason, I thought I could make a difference in the lives of young people.  That and the fact that the kids in the youth group told me I acted like their teachers.  So, one day while praying, I told God I would surrender to this calling and made the decision to enter the education arena. Less than five minutes later, I got a call offering me a very lucrative position as an Industrial Hygienist.  I turned it down. I had passed the test.  Within two weeks, I was substitute teaching and I had never felt more alive.  There was a kinship with teachers and administrators and soon I was being requested almost daily.  Before long, I had entered the district's Alternative Certification Program and was on my way.  My first four years were spent in a very high poverty inner city school.  Every day was challenging and, had the calling not been there, I would have given up early on. After four years and the death of a student due to gang violence, I did leave the profession. I tried to run.  But, you can't run from a calling.  I ended up overseas directing cultural projects that were mostly affiliated with public schools.  This was not by design, but helped bring me back to the educational arena. It worked.  I've been back in the school system for the last thirteen years.  During that time, I've seen lots of people come and go for a variety of reasons.  I've also seen people who stay despite disparaging setbacks.  In each case, I believe there is a calling, or lack thereof, to be a public school educator and that calling cannot be denied.

2.  It is challenging - Being a public school educator is the hardest job I've ever loved.  Public school educators, whether classroom teachers, paraprofessionals, or administrators,  regularly deal with issues most people might never face in a lifetime.  It is challenging to teach a child math who has spent the night listening to adults argue.  It is difficult to help a student learn to write when they are concerned about whether they will have food tonight.  Educators must also be prepared to make multiple adjustments throughout the day in order to ensure students success.  A typical teacher makes at least a hundred quick decisions every day, probably many more than that.  Teaching is not the only thing we do.  Often, we act as parents, mediators, counselors, or simply a listening ear.  We must have the patience and insight to know if a child is acting out because they are being challenging or they are tired, hunger, scared or confused.  It is the challenge of working in public education that brings me back day after day.  That and the multitude of successes I see every day in the lives of students.

3.  I love to learn - An educator who doesn't have a thirst for learning doesn't need to be in the profession.  It is hard to help foster life-long learning in students if you are not doing it yourself. 'Nuff said.

4.  I love working with kids - Kids are fun.  They keep you on your toes and ensure that there is never a dull moment.  One minute they act tough and the next show you the tooth they just lost.  Without a love, a real passionate love, for children and helping them succeed, a person would burn out quickly.  Many times in my career, the only thing that kept me coming through the door each day was knowing that the kids in my class were counting on me to be there.  When you love them, you will do anything not to let them down.

5.  I really like teachers - Teachers are just cool people.  Now that I'm an administrator, I spend a lot of time in classrooms and it amazes me the work that teachers do every day.  They help kids learn despite the baggage that so many bring to school every day.  They have a special insight to see beyond the facade that kids put on to try to fit in.  They are willing to work long and hard to see that every child gets the chance to be successful and reach their full potential.  What better place to be than in a building filled with teachers who are passionate about their craft and about the kids they are blessed to work with?

6.  Why public schools - The public school system in our country is given a task that many private companies and schools would balk at. Namely, we are tasked with teaching every child to the highest level possible.  Every child means "EVERY" child.  None are excluded. Recently, I was with a private school teacher who was complaining about a child.  "They didn't check her discipline records before enrolling her and now she's causing problems."  I wanted to tell her that, in public schools, we don't have the luxury of denying someone admittance because they don't meet our standards.  We teach them all.  In my career I've have had the privilege of working with children from every part of the educational spectrum. I've had students who would be considered geniuses and others who had the mental capacity of an infant. I've worked with children who were well mannered as well as those who were so emotionally disturbed that you never knew what the next moment would bring.  I've had students who were extremely articulate and those who could not speak a word of English. I've worked with students diagnosed with ADHD, dyslexia, autism, and a wide range of medical and emotional issues.  I've worked with children who were parents, drug addicts, rape/abuse victims, and active gang members.  My experience is reflective of many educators.  Yet, each day we show up and, despite the challenges, do everything we can to help these children succeed.  

Public schools are not always easy places to work.  They have many challenges that are not faced by private institutions.  Still, every day, thousands of public schools employees (teachers, administrators, counselors, nurses, custodians, aides, cafeteria staff, etc) show up and give everything they've got to ensure that each child who walks through the door, no matter their background, has a chance to reach their full potential.  I can't imagine doing anything else.  That is why I choose to be a public school educator.