The Master Teacher Blog

As we begin the second half of the school year, we can all use some renewed energy and attitude refreshment. We might want to leave behind some of what happened in the first several months of the year, and a shift in routine and some new perspectives can lift our spirits. While we may not be able to fully restart, there are steps we can take to reset our attitude, change up our routines, adopt new approaches, and discover useful tools.

Of course, there remains much from the first semester that we nurtured and coached with students that we want to maintain. However, students, too, will want to have new experiences and try fresh approaches to what lies ahead. Consider these six reset-and-refresh ideas to help your students—and you—get off to an energized start for the second half of the year.

Reorganize and refresh the classroom. Physically reorient the classroom. Maybe the “front” of the room can face a new direction. You might reconfigure student seating to support more collaboration or reduce distractions. New posters, quotes, and displays of student work are options, too (but be careful not to over-decorate). Studies have shown that changing the space where we work, learn, and live can reset our thinking patterns and shift our work habits. Not unlike occupying a new space, making changes in the space where we spend our days can be refreshing.

Get reacquainted with students. Rather than just welcoming students back with all the experiences and judgments accumulated during the first half of the year, commit to taking a fresh look. Be intentional about finding something new and interesting about each student. Let go of anything that might hold back or impede your relationship with them. You might go as far as reintroducing yourself and having students do the same. Letting go of history and connecting with students where they are now can open productive doors to learning and growth for us and them.

Revisit classroom rules and routines. Shifting routines can add novelty and variety as students return. Consider revisiting existing rules with students, reminding students why rules are important, and exploring with students any changes they think might be useful and warranted. Your flexibility and understanding can be a good opening message as students return. As an added challenge, see if you and your students can state all rules in language that explains what students can and should do rather than what they cannot do. For example, rather than having a rule that says, “Don’t run in the halls,” the rule might be stated as “Walk when traveling in the hallway.”

Set classroom goals. Consider teaching and coaching students to set goals. If goal setting was not part of students’ experience during the first portion of the year, setting some now can be an energizing and focus-building activity. The goals might be shared by the entire class or set individually. If the goals are group-based, it is usually best to focus the goals on behavior, relationships, or other non-academic elements to avoid placing undue stress and pressure on students who face learning challenges. Individually set goals might address these same elements and include academics, but having students focus on improvement rather than performance gives every student something for which they can strive.

Adopt a new artificial intelligence (AI) tool that can save you time and make your life easier. One of the promises of newly developed AI tools is that they can perform routine tasks that teachers previously had to do themselves. As examples, AI tools can draft correspondence, assist with lesson planning, and suggest real-life applications for what we are teaching. Take some time to explore, then decide what tool (or tools) might be most helpful and try them out.

Try a new instructional strategy. Start by reflecting on the types of concepts, categories of skills, or areas of content where students typically struggle. Talk with colleagues, check with professional development staff, consult instructional coaches, do an internet search, or tap other resources to see what might work for you. You might identify several options and possibilities. However, start by trying just one that seems to be the best match with your need. If that approach doesn’t accomplish what you want, having other options positions you to keep trying until you find what works for you. The key is to choose something that meets a need and will help you to be more successful.

Treating the return to school as simply resuming the work begun in the first part of the year may be the easiest option, but injecting some novelty and creating some variety can give us and our students a welcome lift. Also, treating this time as an opportunity for a new start can give everyone permission and encouragement to let go of what is not helpful and adopt what may hold more potential.

Life seems to come at us at full speed; as Ferris Bueller notably observed, “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” In our day-to-day schedule, though, finding time to reflect, appreciate, and enjoy life can sometimes feel beyond our reach, yet the truth is that each of us has the same number of minutes and hours in each day. The key to finding a pace that works for us and provides time for what makes us happy, gives us comfort, and feeds our soul resides in decisions we make every day.

We can allow life to come at us at its own pace, or we can decide to exercise more control. We can react to things life throws at us without much thought, or we can respond with insight and purpose. The choice is ours.

Of course, gaining more control over our lives, finding ways to moderate the pace, and reserving time for what matters to us is not necessarily easy. It requires thoughtfulness, focus, and some discipline. However, the process can be amazingly fulfilling and meaningful. Here are eight strategies we can use to slow life down and allow us to savor more of it.

Establish reassuring routines and reinforcing rituals. We might start each day by taking a brief walk while taking note of our surroundings and appreciating nature. We may spend a few minutes stretching and loosening our muscles. We might spend some time journaling our thoughts while having a cup of tea or coffee. The key is to begin the day with a comfortable pace and thoughtful presence. Similarly, at the end of the day, we can establish quieting and relaxing routines and rituals; listening to calming music, reading a good book, or taking a relaxing bath or shower can bring the day to a peaceful close.

Engage in mini breaks and mindful minutes. We can interrupt the pace of hectic days by consciously stepping back for even a few minutes to close our eyes, calm our minds, and give our brains a rest. These mini breaks can also be times when we practice mindfulness activities such as breathing deeply, choosing calming thoughts, and centering our attention on the moment. Even a minute or two spent during transitions can help us to slow down and connect to our feelings and surroundings. As a result, our stress can ebb, and our productivity can surge.

Slow your speed and take your time. As simple as it may seem, consciously slowing our walking pace, moderating the tempo of our speech, and even driving at a more leisurely pace can help us to feel calm and more deliberate in our thoughts and actions. Similarly, we can resist multitasking and, instead, focus on what we are currently doing while savoring the moment. Meanwhile, we will make fewer mistakes and get more accomplished.

Take time away from the tension of technology. We might designate times when we will unplug from notifications, alarms, and screens. For example, we might choose to unplug during meals, while driving to and from work, an hour before bed, and, if possible, a day on the weekend. We can avoid nonessential alarms and notifications that add to our distraction. Of course, staying away from technology during the night can lead to more restful sleep. Time spent away from the screens in our lives also creates more opportunities to focus on ourselves, connect with our surroundings, and pay more attention to our loved ones.

Notice small things and appreciate simple pleasures. In a hurried life we can overlook, ignore, and discount the presence and value of small but enjoyable aspects of life. Paying attention to the sunrise and sunset, focusing on music as we listen to it, stopping to smell a flower, or enjoying the taste of a delicious meal can help us to gain greater enjoyment of everyday life. Making time to visit with a friend, spending quality time with family members, or engaging in conversation with a neighbor can help us to refocus and reflect on the importance of the people in our lives.

Prioritize progress over perfection. When we expect perfection, we are more likely to be disappointed than gratified. Focusing on progress gives us permission to make mistakes—and learn from them. Expecting perfection, on the other hand, means mistakes must be avoided. We can celebrate small wins and modest successes as we build new skills, develop our talents, and expand our expertise. Regardless of whether progress comes at a modest and consistent pace or occurs in surprising leaps, we can savor the journey and use the experience to remain positive and motivated to live and learn.

Consider the possibility of procrastination. Procrastination has a bad reputation, but just because something is on our to-do list does not always mean that it must be done right now, or even today. Sometimes allowing time to pass can lead to a better understanding of something or a better approach to completing a task. In some cases, conditions migrate, and the task we thought we needed to complete changes or may no longer require our attention. Of course, we need to avoid falling into the trap or habit of putting off what really needs to be done. However, considering elements of urgency, timeliness, and consequences can help us to better manage the pace and sequence of what needs our attention.

Regularly reflect, reassess, and realign. Life happens whether we go with the flow or decide how to live it. Spending time thinking about what is important to us, contemplating the difference we want to make, and setting goals can help us to clarify and honor our priorities. However, we need to regularly reflect on how and whether we are really spending our time on what is most important. Intentions matter and plans are necessary, but what we do and how we spend our time determines whether what we value is also what we live.

There is no question that resisting the constant rush of life is a challenge and finding time for meaning, enjoyment, and appreciation can be difficult. These and other strategies can help us to create space for meaning, find a place for enjoyment, and embrace life as it unfolds. Do you have some favorite strategies to add?

It is not uncommon to hear people say that educators do not understand or live in the real world. What exactly is meant by the statement is open to interpretation, but one thing is certain: a literal interpretation makes little sense. Of course educators live in the real world. Educators share the same life experiences as non-educators and face many of the same pressures, challenges, and other elements of reality experienced by most people in the workforce.

Presumably, the sentiment is based on perceptions that educators and other members of the education profession are separated from the forces, frustrations, and factors associated with other types of work. However, close examination dispels many of these perceptions. Consider these seven misperceptions that are commonly associated with educators and their work.

Perception #1: Educators don’t experience “real work.”

Fact: Teaching is real work. Teaching features many of the same pressures and challenges of other professional roles—in addition to elements that are unique to the classroom. Planning and delivering instruction, implementing accommodations and modifications, differentiating content to reach a diverse audience with a range of needs, and seemingly innumerable other tasks create schedules ladened with responsibilities. It is also common for educators to have jobs beyond their education roles in the evenings, on weekends, during holidays, and throughout summers. Often, these are part-time roles that give educators experiences with the issues and challenges that accompany other types of work. It is also true that many educators possess trade and technical skills that allow them to interact with and understand the realities of highly skilled and professional workers through part-time and limited-term engagements. All this is to say that not only is teaching itself real work, but it is also often accompanied by other work layered over it.

Perception #2: Educators don’t face real customers.

Fact: Educators regularly practice customer service, engage in conflict resolution, manage conflicting expectations, and deal with other human relationship issues. The days are gone when students, parents, and communities accepted what educators said and did without questioning. Educators must deal with unrealistic expectations, unfounded assumptions, and demands for special treatment, which are all common behaviors of customers.

Perception #3: Educators don’t have to compete.

Fact: Every day, educators must compete for the attention, energy, and commitment of students. The competition includes a wide array of powerful forces that constantly seek to distract, undermine, and refocus student attention away from engaging in and learning what educators present and are accountable for accomplishing. Educators’ daily competition is less about market forces and more about mental focus.

Perception#4: Educators are not experienced and informed about industries and careers outside of education.

Fact: Educators today have available a variety of means to learn about and engage in short-term experiences in industries that may or may not be related to their area of expertise. Technology tools offer a wide array of opportunities for educators to remain current, track contemporary trends, and discover future opportunities in varied industries and professions. Guest speakers, career exploration projects, internships, and job shadowing can also help students to bridge gaps in teacher experience and expertise.

Perception #5: Educators do not understand money.

Fact: Educators face the same financial realities as non-educators. Educators pay the same bills and have mortgages or pay rent. Debts from college are common. Typically, educators are not highly paid, so both spouses generally work. They save, invest, and plan for retirement. Some educators also operate side businesses to supplement their income. The list could go on, but one of many aspects unique to education is that educators often purchase resources for their classrooms and students out of their own pockets.

Perception #6: Educators are insulated and isolated.

Fact: Educators face the full array of challenges associated with families. They have children who excel and others who may face a myriad of issues and challenges. Like other parents, educators who have children have hopes and harbor worries about them and must balance their work responsibilities with their family needs. Educators also are members of the communities in which they live and work. As such, they participate in social activities, attend church, and engage with other local organizations and institutions. They are volunteers, part-time workers, and may serve in civic and governmental roles. These roles expose them to the day-to-day realities of the lives their students live. These are elements of the real world.

Perception #7: Educators are paid while not working in the summer.

Fact: The typical contract for most teachers compensates them for school-year work: typically, nine months. Summer is not compensated, even though many teachers have their pay spread over the full twelve-month calendar year. Some school districts contract with educators for summer work in addition to their basic contract. Additionally, educators typically use the summer months to take summer jobs, participate in additional education, or allocate time for other non-contract related activities. Because time off during the school year often comes at the expense of student learning, educators also generally schedule most or all their necessary appointments, medical and otherwise, during the summer months. Rarely is a teacher’s summer truly restful, and almost never is it without work.

Education is real work, and it takes place in the real world. Of course, there are aspects of the education profession that are unique—the same might be said of any profession. It is vital that we do what we can to dispel misperceptions that can undermine the credibility of one of the most important roles in society.

A reality of present-day teaching is that we are more likely to hear from our students’ parents and other caretakers when they have a question, concern, or request than when they want to thank us. Yet, their silence does not necessarily mean that they do not appreciate us and what we do. They may not show or tell us, and they may not even know specifically what we did, but they can see and feel in their child the difference we make.

The truth is that our days are filled with hundreds of actions that make a difference in the lives of our students. Because they matter to our students, they matter to their parents—even when they are not aware of what we have done.

For the time and effort you invest in planning and delivering instruction—and the other seemingly innumerable tasks that fill your days and, for many of you, your nights and weekends, we want to say thank you. Additionally, on behalf of the parents and guardians of your students, please accept our gratitude for the things you do without planning, expected recognition, or even a second thought that make a significant and lifelong difference for the young lives you touch each day!

Thanks for the minute you took to engage when my child wanted to share a story, celebrate a victory, or grieve a setback. Your listening made my child feel valued and cared for.

Thanks for the excitement you shared when my child reached a goal, overcame a struggle, or made a new friend. You made my child feel important.

Thanks for the confidence you offered when success was not obvious and my child began to doubt. You instilled hope when my child needed it.

Thanks for the encouragement you shared when my child needed a boost and could not see the path forward. You made my child feel competent.

Thanks for the nudging you did when my child was ready to take the easy path. You reminded my child that life’s challenges are to be engaged, not bypassed.

Thanks for the commitment you demonstrated when my child struggled and needed more tools, time, and tenacity. You reminded my child that using the right resources and giving their best effort can bring success within reach.

Thanks for the flexibility you offered when my child did not follow the obvious learning path and needed more options and time. You provided reassurance that success is not always linear and the path to learning may not always be straight.

Thanks for the compassion you showed when my child did not make the best choice. Your understanding helped my child learn from the experience, not just regret it.

Thanks for the knowledge you imparted that sparked a passion in my child’s learning. Your excitement for learning is an inspiration.

Thanks for the patience you revealed when my child hesitated and lacked the courage to do what was hard and risked not finding success. Your willingness to stay positive while pressing forward gave my child the support and reassurance needed when it mattered most.

It is true that we often are not thanked when we deserve it. What we do may not always be noticed or fully appreciated. Yet, what is most important is the difference we make in the lives of our students. On behalf of the parents and caretakers of your students, THANK YOU! WHAT YOU DO MATTERS!

This is a time of year when we can feel like responsibilities are piling up and we may not be making the progress we envisioned. We might be at our full “bandwidth” and feel as though we are unable to manage what we face, let alone take on anything more. We may even be feeling as though what we face is spinning out of control.

As much as curling up in bed and pulling the covers over our head may seem attractive, the choice to avoid our situation will not help it. We need strategies to deal with what we face and restore a sense of control.

The good news is that even in these times there are steps we can take to gain a better perspective, create a plan, and move forward with greater confidence and clarity. Here are five strategies to get started:

• Sort. Often, the feeling of being overwhelmed is the result of things piling up without us having a clear sense of what do or where to start. If this is what we face, we can ask ourselves several questions to create categories to help us decide where to begin: What should—and can—I do right now? What can wait? What can be dropped without making a significant difference? What can be put off, put down, or pushed back?
• Prioritize. We might ask ourselves questions to determine what matters most. What is urgent and important versus what is creating pressure but may not be crucial? What would not carry consequences if delayed or ignored? Is there something we have elevated to feel important but really is not something that will make a marked difference if left unattended? Are there promises or commitments that we made that can be delayed or undone?
• Schedule. Deciding what to do and when to do it can give us a sense of control, build our confidence, and help us to see a path forward. What can I do right now and take off my list? What can wait for a few days or until next week? What tasks might be combined and addressed together? Completing a few small tasks and shifting items on our list can create a feeling of progress and lessen the pressure and stress we are experiencing.
• Connect. Now is the time to engage our network. In fact, these are some of the times for which we build and maintain connections. We might reach out and have a conversation, maybe meet for a cup of coffee, or engage in a favorite activity with a supportive friend or family member. This can also be a good time to connect with someone we have not talked to or spent time with recently. The interaction can remind us of what is most important in our lives and give a perspective on what we face.
• Decompress. Sometimes what we most need is some space and time to step back and disconnect. We might listen to our favorite music, go for a walk, engage in a hobby, or just chill. The key is to break the pattern we are experiencing and do something that feels calming and comfortable.

What we experience as overwhelming may be very real or a result of the way we are feeling—or, likely, a combination of both. Regardless, we need to do what we can to regain our balance and move forward. Often, just taking time to sort, prioritize, and schedule what is on our plate can help. However, we also need to take care of ourselves whether we do so by connecting with others or by spending time alone to decompress, renew our energy, and shift our perspective. Ultimately, it would do us good to remember that feeling overwhelmed doesn’t mean we are powerless.

Regardless of our role on a campus or in a district, we can lead. Leadership can be exercised formally or informally. Leading is not a matter of title or position; rather, it is defined by what we choose to do and not do within our current environment. The truth is that anyone—administrator, teacher, professional staff, or another role—can be a leader.

We might think of the choice of whether to lead as comparable to choosing to behave as a thermometer or as a thermostat. Both devices have a role to play, but their functions are significantly different and their relationships to the environment, while overlapping, vary in important and even determinative ways.

Actual thermometers measure and report the current temperature in a space. In the context of a school culture, being a thermometer may mean that we read the climate and reflect the culture. People who act as thermometers may understand what is happening, how the current circumstance is perceived, and how people interpret their experiences. However, thermometers do not attempt to change the environment. Cultural thermometers may point to what is working well, what is creating confusion, or what is generating resistance, but they do not attempt to influence conditions.

Thermostats also measure the temperature, but they go beyond recording and reporting to modifying, adjusting, and regulating conditions. When applied to an organizational culture, behaving as a thermostat implies our acting to modify, correct, and improve the culture we and others experience. When we choose to behave and lead like thermostats, we strive to make a difference, improve the experience we share, and align the culture to key organizational values.

If we press the analogy further, we can see how differently the choice of behaving like a thermometer varies from the leadership choice to serve as a thermostat. Here are seven examples to consider:

• Thermometers may complain, but thermostats contribute.
• Thermometers may react to what is happening, but thermostats act to change conditions and improve the culture.
• Thermometers can measure and report how good or bad things are, but thermostats use the information to manage factors and forces that matter.
• Thermometers may observe, but thermostats act in ways that will influence.
• Thermometers are quick to see problems, but thermostats seek effective solutions.
• Thermometers are prone to mimic what is happening, but thermostats are committed to model behaviors that will make a difference.
• Thermometers reflect the present, but thermostats anticipate and shape the future.

These are difficult times in education. Pressures from both inside and outside the world of education make the work harder. The challenges we face to ensure our students learn and succeed are daunting. Yet, a healthy culture of connection, collaboration, and commitment can more than overcome the pressures and challenges we face. The question is: Will we choose to be thermometers that report and reflect reality, or will we be thermostats that refuse to accept what is as inevitable and act to shift reality and build cultures that are strong, resilient, and responsive?

It’s that time of year again. The beginning of the school year and its novelty have faded into the past. We have established routines and found a rhythm in our work with students and colleagues. Meanwhile, the hours of daylight are dropping off, the trees are turning colors or shedding leaves, and the temperature is moderating for many of us. It is a beautiful time of year, but it can also be a time when we are most vulnerable to finding ourselves in a seasonal slump or fall funk.

We are in the limbo-like period between the excitement of getting the school year started and the anticipation of the holidays and other annual events, breaks, and benchmarks. We might find ourselves viewing this time as one to simply get through. Yet, this month does not have to coincide with a funk. There are steps and strategies we can employ to shift our perspective, renew our energy, and make this a season to appreciate. Consider these five actions.

Get (re)organized. Prior to starting the new year, most of us spent considerable time organizing space and materials. We made plans and created outlines for the coming weeks. However, as those weeks have passed, some of the organizational work may have served its purpose and now needs attention. Things that have places may no longer be in them. The planning may have served us well at the time, but now new plans and priorities need consideration. As a result, we can feel distracted, uncertain, and even lost. Taking some time to reorganize our space, reprioritize our work, and refresh our plans can reestablish a sense of control and renew our confidence that “I’ve got this.”

Manage time and energy. Each of us has the same amount of time in a day. Consequently, our decisions about how to use our time matters. Yet, how productive we are is not just a matter of time spent. In fact, productivity is more dependent on what we accomplish than on the time we spend accomplishing it. Now is a good time to think about when our energy is at its peak. For some, early morning is best. For others, midday, afternoon, or even later in the evening is when they are most productive. Obviously, daily schedules and commitments limit the flexibility we may have to match our energy with the tasks we need to accomplish. Still, this is a good time to reflect on how to best match our energy peaks and our work to maximize results in the time we have available to invest.

Find time to disconnect. Leading and teaching can leave us feeling as though we are always “on.” It can be a challenge to find downtime, create mental separation, and step back. Yet, like the instructions flight attendants give to adults to put on their oxygen masks first, we need to take care of ourselves if we hope to take care of others. This is a good time to establish routines each week—or each day if you can—to step away from email, “detox” from social media, and silence the phone for a while. We might take a walk, work out, enjoy a movie, or even take a nap. Allowing the world to pass by for a while and give our mind a rest can help to restore our energy, refocus our attitude, and refresh our hope.

Prioritize positive peers. The truth is that our attitude and energy are heavily influenced by those with whom we spend the most time. Attitudes and outlooks are contagious. While we may need to reach out and support a colleague who is struggling or needs encouragement, we also need to prioritize time with friends and colleagues who lift our spirits and energize us. We might choose to stay away from places where people go to complain. We can reach out to colleagues with can-do attitudes to help us sort out challenges and find solutions to problems we face. A new idea, creative perspective, or new insight can give us a powerful boost.

Be present. At the front end of a funk, we can become distracted by what is not going right, what we are missing, and what feels too far off into the future. Yet, there are always positive, uplifting, and meaningful elements in the present on which we can focus. Being present, appreciating the moment, being grateful for what we have, and embracing the opportunities before us can be powerful antidotes for a slump.

Now is a good time to reflect on what we get to do rather than what we must do, appreciate what we have rather than what we want, and embrace the power to shape our attitude rather than default to what distracts us.

The idea that “those who can, do; those who can’t, teach” has been around a long time, but it is no truer today than it was when first stated. The line is widely attributed to George Bernard Shaw in his 1905 play “Man and Superman,” although some sources say that the idea actually flips an observation by Aristotle—“those that can, do; those that understand, teach”—on its head. While the context and intent of the original statement seemingly cannot be definitively established, in common usage it has been considered an insult to teachers and the profession of education.

As educators, we know that the statement is an inaccurate, stereotyped description of one of the most impactful, respect-deserving professions. Still, many—without evidence or understanding—accept the statement as true and use it to disparage educators when it could not be further from the truth. A more accurate, modified form of the statement might be: “Those who can, do; those who want to change the world, teach.” “Doing” can change today. Teaching changes tomorrow.

Anyone with significant teaching experience, anyone having lived with someone who teaches, or even someone who has a close relationship with a teacher knows that there is far more to teaching than meets the eye. Here are eight reasons why the statement, “Those who can, do; those who can’t, teach” misses the mark:

First, teaching is not just possessing a technical skill. Obviously, teaching a concept or skill requires knowing it, but teaching is far more than simply speaking information. It involves a complex set of skills and processes. To be successful, teachers must demonstrate proficiency in explaining concepts and skills to learners with a variety of abilities and needs, diagnosing areas of confusion and supplying missing background knowledge, and assessing where learning has occurred and where additional attention and support is needed—all while being constantly “on” with a live audience.

Second, teaching requires well-developed interpersonal skills. While one might practice a technical or professional skill without constant and intense engagement with others, teachers are constantly interacting with learners, answering questions, providing feedback, clarifying concepts, and sharing strategies, all while responding to a variety of personalities. When working with young learners, the ability to form and maintain strong relationships is key to the learning process. This all, of course, occurs in addition to collaborating with team members and other school staff as well as students’ guardians and families.

Third, teaching requires more than motivating oneself to do something. Performing a technical task or process may require one to motivate him or herself, but teaching demands the ability to motivate others, including those who may not be inherently interested in what they are being asked to learn. Most professions are not expected to serve customers and clients who are not interested in their service or purchasing their product.

Fourth, teachers are accountable for students’ learning even when those students lack adequate background knowledge and readiness. Some students come to the classroom lacking key skills and background knowledge necessary for success at the current grade level and with the content and skills contained in the formal curriculum. Yet, teachers are expected to ensure that they meet preset, universal standards that assume student readiness and adequate background—and are accountable for whether students meet those standards. Few other professionals are held responsible for the success of clients who are not adequately prepared to engage in the services they provide.

Fifth, teaching increasingly involves bridging theory and application. Students today want to know how what they are asked to learn will be useful in their future and make their lives better. They want to understand the why of learning. Teachers need to know how to explain why in much more individualistic and diverse ways if they hope to succeed with students.

Sixth, teaching involves helping others learn how to learn. It is one thing to learn something ourselves; it is another to teach others how to learn for themselves. Helping students to learn how to learn is at least as important as the immediate information and content-related skills dictated by the curriculum. The learning skills that teachers nurture in students prepare them to continue to learn long after they leave their current teacher and complete their education.

Seventh, teaching requires the engagement and satisfaction of multiple categories of customers. Most services have an identified customer category to be satisfied. However, teachers must address the immediate customer—the student—while also meeting the expectations of parents and families. Unfortunately, what students may want is not always aligned with their families’ expectations. It also might be argued that supervisors, mandated curriculum, and state standards must also be satisfied as secondary customers for teachers’ work.

Eighth, teaching requires engagement with a diverse client base. Students in today’s schools aremore diverse than at any time in history. Service providers and manufacturers typically have some flexibility and choice in the clients or customers they serve. Teachers engage every learner who enters their classroom with the expectation that regardless of background, preparedness, interest, ability, or culture, they will learn. Successful teaching requires extreme flexibility, patience, and commitment, often beyond what is required in other professions.

Teachers and teaching deserve better. The next time you hear someone say, “Those who can, do; those who can’t, teach,” feel free to correct them with, “Those who can, do; those who want to change the world, teach.”

Educators, 

In this season of gratitude and reflection, we wanted to extend a heartfelt thank-you to each of you who hold such an integral place in our society. Examination will reveal that whenever our country has faced a huge task, America has turned to the schools and all the people who work in them to get the job done. 

In the last 120 years, we have had three different eras that required the country to change drastically. Schools, and the entire school team, performed magnificently in each of these eras to keep this country a world leader. Indeed, in the past 120 years, one decade after another, the entire school team served with distinction. We need to be proud of the role teachers and staff are still playing. Remembering success in the face of past challenges can serve all of us well today and tomorrow. 

First was the manual labor era. In the 1800s, it took 95% of our population to feed this nation. Planting, tending, and harvesting crops were regarded as more important than schooling. As a result, a minority of children were educated. School schedules revolved around the labor needs of the family farmer. It also was assumed that anyone could teach. 

Later, requirements to teach were enacted. To teach, a person had to have attended school one or two grades beyond the grade they taught. Manual laborers made up the bulk of workers in both rural and urban environments. The workday was 12 hours… and the work week six to seven days. Less than 5% of our population entered college. The standards and requirements in schools were not very high. “Come when you can” was more of a rule for students than “come every day.” 

Then came the industrial era, and everything changed. It brought a migration from the farm to the city with a need for a large workforce that could read and write as well as operate industrial machinery. As the complexity to produce, operate, and maintain equipment increased, so did the need to have a workforce that could read and write, as well as run, fix, maintain, and build industrial equipment. 

The call to meet the needs of our country changed. Our schools were counted on to meet this need. We realized that to support a mass-production economy, we had to have a mass-consumption society. To get more kids in the classroom and have them be successful in the workforce, we implemented a system of mass education that included students from every background and social status. Our country prospered and thrived as a result. 

Then came World War II. The government promised all GIs a free high-school or college education when the war was over. To facilitate their success, funding was provided to support education opportunities for them at unprecedented levels. 

By the 1950s, over 50% of all eligible young people were in high school. We increased teacher certification requirements again. Our teachers had to have more skills to teach their students with a wide variety and level of abilities. Both worker and management needs in business and industry as well as demands for professional skills increased—and college enrollment rose to 10% of the population. 

The industrial era also brought social and labor unrest, rebellions, and demands from minorities for more rights in the 1960s. Again, the country turned to our schools to integrate, include more students, teach our minority students, and educate children with different physical and mental needs. Schools responded. By the late 1970s, over 90% of all our children eligible to be in school were in our classrooms. Teachers took a more respected place in society. Employment as a teacher without a degree was not allowed. Requirements for continuous teacher certification included additional college study and certification periodically. Master’s degrees became common, and even more advanced degrees were not rare. 

Then, the 1980s introduced the high-tech era. The computer brought the need for even greater skills and more sophistication in the workplace. Accelerating the trend of the industrial era, fewer people were needed to produce greater quantities of work. Fewer people were needed to get more work done a whole lot faster and much more accurately. Again, our country turned to our schools to prepare students for a new kind of work and job. And again, as they have through history, educators did the job. 

We have now moved to a skill-based society that values a high degree of technical knowledge. Most jobs are no longer in the manufacturing sector of the economy. Education now faces the challenge of meeting the needs of this latest era. 

The wide range of comprehensive services schools provide to students, parents, and society now exceeds those of almost any public institution—and more seems to be expected of schools as the days pass. 

Leading up to, during, and after the COVID-19 crisis, schools continue serving students in ways that are unbelievable. In addition to teaching them, schools bus children to school and take them home every day. Schools feed students both breakfast and lunch at school and even take meals to their homes. Schools provide healthcare. Counseling services are provided, and attention is given to the social and extracurricular needs of students. Schools compensate for the mental and physical strengths and weaknesses of students. And services for students with special needs are provided. Schools have had to teach students at home and at school. During the pandemic, many teachers taught their students online and then had to turn around and teach their own children at home. 

These realities should make the entire team of every school proud. The entire team means everyone: administrators, teachers, counselors, paras, coaches, administrative assistants, nurses, cooks, custodians, bus drivers, members of the board of education, and support staff. Each member of this team is vital to meeting the needs of our students. They have done the exceptional during one of the most difficult times of our history—and they will continue to do so. 

To you all we say thank you, thank you, thank you. The entire school team has done more good for more people more consistently and more effectively than we would have thought possible just a few years ago. The tradition of superior performance continues in our schools. Bless all of you. Just take a moment to take pride and joy in what you have achieved. You are all wonderful. 

Thank you.