Why I Teach (Then)

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. 

To coincide with when I transferred from Cornell to Iowa, I was asked to coach the inaugural season of fifth and sixth grade tackle football in my hometown. My football career had just ended, but I wasn't ready to completely close the door on that part of my life. I still absolutely loved football (some things never change), and I was honored that I was asked to do this. 

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.

Personal Leadership Philosophy

As Principal at Van Allen Elementary, I recognize the privilege that I am granted of leading our staff and students. One of my favorite parts of the job are the interactions that I am able to have with students upon their arrival to school each morning. For many of our students, upon arriving at school, I am the first smile they see; it is my responsibility to greet them by name in-order to make them feel valued. During these morning interactions, I learn about their families, what types of activities that they engage in when they aren’t at school, and the things that bring them excitement and joy. These small interactions are how we build meaningful connections.

 

During a typical school day, I may be called to help minimize a student’s behavior. My initial response is to ensure that anything I feel is put into check before I encounter the student, my immediate goal is to help the student regulate their emotions; as a result, my actions become a model for them. I calmly approach the student and attempt to maintain appropriate proximity that allows me to quietly ask them what I can do to help them at this moment. I make sure not to make accusations or assumptions during these situations, and instead I simply wait with them until they are ready to talk with me. I focus on remaining optimistic during these encounters, which in turn, allows me to be the anchor for a child when his/her emotions are dysregulated.

 

While education continues to evolve, our students’ social emotional well being has moved into the forefront of our work. More than ever before, it matters how we make students feel when they arrive at school each day. It is essential that we show the empathy that they need and deserve. The trajectory of a student’s life hinges on our day-to-day actions as educators, how we make students feel and how we approach learning. I am confident in my belief in us, as educators, because everyday I see us making kids smile and building positive relationships with our students at Van Allen. And when that’s happening, learning takes off.

This post was inspired by a book that I read and a course that I took, What’s Your Leadership Story? A School Leader’s Guide to Aligning How You Lead with Who You Are by Gretchen A. Oltman and Vicki Bautista. Special thanks to Gretchen for providing me with feedback while writing my Personal Leadership Philosophy.

I believe...

I haven't written (or at least published any of my writing) since the end of 2020. I've been meaning and wanting to write, but just haven't had it in me to get started. Recently, I was inspired to write after observing a social studies lesson in one of our classrooms. Thank you, Bailey Burnes, for the inspiration.

What I've written is a list (in no particular order and it probably isn't comprehensive, either) to provide insight into the things that I value.

I believe...

1. We should listen more than we talk
2. In making time to read, everyday
3. Time has the power to fix and heal; be patient
4. In staying calm; overreacting isn't helpful
5. In fate and I believe in karma
6. Fresh air, rest, and water are the ultimate remedies
7. The things that stretch us are the things that grow us
8. Deep down, all people are good
9. Life - including work - should be fun
10. Our actions carry more weight than our words
11. Our learning never stops
12. We should make time for ourselves
13. In doing the things that make you happy
14. Routines lead to productivity
15. In waking up early
16. Hard and bad are NOT synonymous
17. In taking the high road
18. Doing things together makes them more enjoyable
19. Exercise is as good for your mental health as it is for your physical health
20. Finding comfort in uncomfortable things
21. Moments matter; make them memorable
22. In persistence; keep going
23. Practicing gratitude is a worthwhile endeavor; be thankful
24. In details; pay attention to them
25. When we look for the good, we'll find it