I have a student teacher.  This has made me realize how much of what we do is so second nature.  For instance, my eighth period is challenging, to put it mildly.  He was in need of some advice regarding how to deal with the kids who refused to sit and listen to the lesson.  We have begun digital and Photoshop lessons.  The kids think all they have to do is click buttons and make funny things with their pictures (I am sure this is what the majority of my colleagues think too).  However, it is not that easy.  We move in a progression when beginning digital.  By simply telling my student teacher to ignore those distractions and continuing with the lesson, he would see a different result.  He tried it.  After the end of the day he remarked how well it worked.  He observed that by ignoring the disruptive students, they realized they were not being catered to, they were not keeping up.  They were falling behind.  He noted that they "ran" to their computers to catch up on what they missed - and what was not being repeated - so they did not miss what to do.  Amazing.  We do so much that is just second nature.  There are snap decisions, immediate judgment calls, major pedagogical decisions that are made constantly, in a split second.  And those seconds can be the difference between a successful day or a bomb.  Things like this are why I have become more vocal about the little things teaching entails.  Friends and family might be sick of me, but no one knows any of this.

Another thing I have begun to do:  wear a pedometer.  Hubby found one cheap.  I wear it about every other day.  Since I have a student teacher, I walk far less right now.  However, I am still averaging three miles a day.  On Tuesday, he was out.  I had to teach but we are doing digital, so there was far less walking and none of the frantic running around in the darkroom.  Even so, I reached over five miles.  Damn.  Take that, friends and family who have said that teaching is a lot of sitting.

Now on to another topic...  I am reading through a student's research paper.  He has already submitted it, so I am not stepping on a teacher's toes.  The student had come to me for advice throughout the assignment and knew I would want to see the end result.  And he will be thankful.  And he will remain respectful of me because of the value he puts on the help I give him...  And this is why I prefer being with my students than most adults in this environment.  I had become someone a few people came to regularly for advice, feedback, and help with with ideas, projects, written items, etc..  Apparently they value my opinion.  So I find it odd that they so value my opinion and feedback in pedagogical issues, but that is as far at it goes.  When it comes to discussing other issues in a social setting, my opinion is disregarded quickly.  When topics having to do with drinking, drugs, political beliefs, or especially sports come up, my different opinion is smirked at, noted for being misguided, and no one has ever, not once, asked for background or reasoning.  When I have been in a conversation with them and they point out a factor that is counter to my idea, one I may or may not have heard, one I may or may not even agree with, I make sure to say something like "I never thought of that" or "That is an interesting point."  I have been lectured for my beliefs regarding the role of sports in school.  I had to endure a lengthy explanation and nasty internet exchange.  Was I asked where my belief comes from?  No.  As a matter of fact, I am the only one who has worked for a major sports organization.  I do indeed love a particular organized sport.  To give an idea of how little I am listened to, one of these people even said not more than a month ago "Oh yeah, I forgot you like basketball."  I have been lied to regarding someone's lack of sobriety at a school gathering with parents.  Who are you protecting?  I have been lied to about social gatherings I am not insulted for not being invited to.

The behavior is particularly juvenile and shows how little people are able to understand and respect other people's ideals, opinions, and experiences.  It also says a lot about how easily people throw around the word "friend" because friends do not do this to each other. You are probably thinking "What does this have to do with teaching?"  We deal with young adults going through what, to them, is a traumatic period of life.  The peer pressure to fit in and do as others do is immense.  We need to model understanding, open minded, good listening behavior for our kids. I am constantly reminded that the students are way more sensitive to our lies and truths than we think. If you cannot convey to a "friend" that you value her feelings, beliefs, and opinions, how can you possibly convey that to a student?  I overhear so many students talking about other teachers.  They are aware of those who pretend to care about them but in reality do not.  They smell BS a mile away.  As teachers, we do have to assume that we are held to a higher standard.  We also need to be way more open minded.  We cannot shut people out, shoot them down, refuse to listen to ideas or opinions we oppose.  If we cannot do that with each other, how are we successfully doing that for our students?  Some of my favorite teachers were wonderful people in and out of the classroom.  How did I know?  There were hints, clues.  I know they were great mothers, fathers, friends.  We all knew.  If you think you are superior to a "friend" due to your more enlightened ideas, teaching subject, life experiences, do not think for a minute that that attitude does not come through to your students.  It does.  Loud and clear.