NAIS - From the Editor

Recently, a teacher friend of mine told me the following story, certain to cheer the heart of any educator. My friend had bumped into a former student whom he had not seen for some time, so they sat down and caught up. My friend remembered his former student as athletic, popular, and a much better student by the time he was a senior and my friend taught him for the second time. The former student filled in my friend on what he had been doing, saying that after college he went into teaching, quickly moving on to administration. He now headed a small K–12 independent school. They talked a bit about their families, their kids, the former student saying that one of his two kids is a lot like he was in school — some learning issues, not a great student — while the other is a star pupil.

As they got ready to go their separate ways, the former student told my friend, "I always wanted to thank you for something. The first time I was in your class, as a freshman, I was not a good student; I didn't pay attention, didn't do much work at all. But, by the time I was a senior, and in your class again, I was more mature, more responsible, ready to learn. I always appreciated the fact that you allowed me to have a fresh start, that you didn't hold my earlier bad performance against me. That meant a lot to me."

I am passing along this story for a couple of reasons. First, it is so important to remind ourselves that all students are works in progress; they grow up at different rates, some sooner, many later. In the meantime, it is our job as teachers to help our students move along that road; we should not expect them to reach their final destination in our class, on our timetable. Rather, we should aid them in moving in the right direction, to get closer. This is often a frustrating situation, for the teacher and for the student, waiting for the student to get on board, but that's why “they pay us the big bucks.” Seriously, it is very gratifying to see progress happening, to be part of a student's intellectual and/or emotional growth, to participate in the transformation of a silly, unfocused child into a thoughtful, kind young adult. Isn't this the real reason we are teachers?

Another reason I want to share this story is because it exemplifies the fact that teachers often don't realize the good that they promote. Some students, and parents, express their appreciation, but many do not. Frequently, the growth I mentioned earlier doesn't happen while the student is in our class. Often, students don't realize the effect a teacher had on them until years later, when it is often too late to express their thanks. Yet stories like this reiterate the fact that teachers have enormous influence on their students, far more than they realize — a crucial fact to remember on those days when nothing seems to go right, when teaching is simply exasperating!

As you can imagine, my friend came away from this chance meeting with his former student feeling quite pleased.

****************************
We always carry on about how wonderful each issue is, but the thing is, we always mean it. This issue is no exception. There are two informative articles about technology; one, about teaching with iPads, and the other, details how even the youngest students can learn how to work with technology. Another article discusses how two teachers were inspired and energized by attending a Shakespeare production in a prison. Plus much more. We hope that the articles in this issue inform and enliven your teaching.

Independent School Magazine