I never grew-up wanting to be a teacher. In fact, it's probably a fair thing to say that I grew-up not wanting to be a teacher. I would describe my relationship to school, as a student, as indifferent. I loved recess, lunch, gym class, and being around my friends. I liked almost all of the subjects that are taught in school, but I wasn't always a fan as to how some of my teachers attempted to deliver the content within those subjects. After graduating high school, I didn't intend on returning to K-12 education.
My freshman year at Cornell College was spent as a business major. I always liked math (and still do), but I was quick to realize that a life in business wasn't for me. Upon transferring to the University of Iowa my major changed to something that involved Sports, Health, Recreation, and Leisure. While I really liked the content that the coursework within this major offered, I had the awareness to realize that finding a job upon graduation may prove challenging if I continued down this path.
In the fall of 2002, I had my first experience coaching. Not surprisingly, I enjoyed it. It would have been easy to envision me enjoying coaching; it wasn't as predictable for me to enjoy my work with fifth and sixth grade kids as much as I did. All of a sudden, I could see myself making a living and enjoying a life as a coach. Fortunately, I had the foresight to know that a career as a teacher would allow for me to have the career of coaching that I really wanted.
By January of 2004, I was a University of Iowa student in the College of Education. Two-and-a-half years later, I had graduated with an Elementary Education degree. Better yet, I'd secured my first job. I was about to become a sixth grade teacher (while coaching high school football and junior high basketball, of course).
This is part one. This is why I became an educator. Stay-tuned for part two, which will share why I remain an educator.
