Teaching is such a sacred act.
The collusion of minds is so much more than knowledge or ideas.
It’s a sacramental communication with the whole child.
Teaching is a spiritual act.
It’s a continuous affirmation of your students.
“You are good at this.”
“You are better than you think.”
“You’ve got this!”
It’s about the child’s demeanour, their mental well-being.
About sensing their confidence, their hurt.
Knowing when to be soft, when to be firm.
It’s more about the timely hug or the encouraging word, than about the final mark.
They have long forgotten your best lessons.
They will not forget how much you cared.
They may forget what you taught, but they will not forget how you made them feel.
They forget much, but not your character, nor how you lived your life.
Every caring teacher models a good and noble life.
The students’ seminal moments of insight are paid forward infinitely.
“Don’t you know yet? It’s your light, that lights the world.” 1
Teaching is about finding the right question for the one-question lesson plan.
“Was Duddy Kravitz a moral man?”
It’s about opening up their minds to the wonders and diversity of the human condition,
And the splendours of our planet.
That they are enriched by story and learn that storying is an alternative way of knowing. 2
Amidst the hubbub of school life and politics, we understand that
“The child as a learner is not only the centre of the school system,
It’s the only reason for its existence.” 3
That teaching is knowing how to invite, not disinvite . . .
A single sentence can inspire,
“You are a really good writer.”
Or a single word can squash you like a bug,
“Idiot.”
It’s about finding mental frameworks to hang new knowledge, exponentially
Knowing that learning to talk is also about talking to learn,
Whether in kindergarten or college.
That language is ALL about thinking, no matter the subject.
That “Understanding is at the point of utterance.” 4
“How do I know what I think until I hear what I say?”
That knowledge explodes when it has been socially expressed.
That all students must be “given the trombone.” 5
An active and interactive classroom.
It’s also about loving your subject.
It’s important that white students learn how privileged they are to be white.
To know that racism matters.
That every child deserves to be privileged.
That one’s faith is never worthy of persecution.
That there is always a teacher who will light the flame for a lifetime.
And if not in mine, it will happen in the next classroom.
And over time, again and again, the fire is lit.
That sacred connection between teacher and child.
We teachers weave an intricate web of mutual connections,
Often far removed from the content of our lessons.
We are as touched by the love and caring of students,
As often as we move and touch students.
There is no teacher for all students,
But there is a teacher somewhere for every student.
By happenstance there is magic in finding one.
Some students are gifted with many, but some for only one. . .
The sanctity of that one is a blessing.
We live a spiritual calling:
“I am not a teacher, I am an awakener.” 6
Teaching is a sacred trust.
That spark between a teacher and a child, when lit, lasts a lifetime.
How privileged we are to be teachers.
What a joyous profession to watch, support, and encourage children to learn and grow.
References
1 Banks, C. (2005) Rumi: The Book of Love: Poems of Ecstasy and Longing. Deckle Edge.
2 Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
3 Jackson, R.W.W. (1965) OISE Inaugural Speech.
4 Britton, J. (1993) Language and Learning, Boynton/Cook Publishers.
5 Diakiw, J. (1989) Give them the Trombone, The Canadian School Executive.
6 Frost, R. (n.d.). AZQuotes.com. Retrieved August 04, 2021, from AZQuotes.com
ABOUT THE AUTHOR
Jerry Diakiw
Jerry Diakiw is a former teacher, principal, superintendent with York Region Board, ON and professor at York University, Toronto.
This article is featured in Canadian Teacher Magazine’s Winter 2022 issue.
