Intentionality - Part I

Once, long ago, in a far-away school, I had a student that drove me nuts. As I griped at the copy machine, a fellow teacher leaned in and said with all seriousness, “You know, Eric, whatever happens in your classroom is completely up to you.”

Right…

I could think of a hundred scenarios in which that was clearly not the case. I didn’t pull the strings that made the mouths open that let the bad words fly. I didn’t push the lethargic heads down on the desks when there was work to be done. I didn’t create the poorly completed assignments, and neglect the homework from the night before.

But it stuck, what he said. I knew, in some fundamental way, that the pompous jerk was right.

I accept that my presence, attitude, and actions in the classroom have a profound impact on my students. I don’t always acknowledge or handle this awesome power too well, but I recognize it. I’ve started to watch for it, and have begun seeing it at work in my classroom.

I’ve been thinking a lot about ‘intentionality’. It was a big mistake to look it up. Seems that a lot of other people have been thinking about intentionality, too – thinking very hard about it, and making it way too complicated for the likes of me. So as far as 'intentionality' goes, I just want to dwell for a while on my own little realization that every word I say, every gesture I make, every action, response and oversight in my classroom sends a message to each of my students - one that may be interpreted in many ways, but is received and processed by them, however subliminally. As such, I need to look and listen carefully.

My first and most disappointing realization after reflecting on this was that I am not Superman. I am not Super-Teacher. I am flawed; prejudiced, opinionated, and weak. It took awhile, about ten years of teaching, but I’ve accepted that. Really, I’m OK.

The second thing that occurred was to become a little more attuned to, and forgiving of, my students' imperfections. They noticed, too. I mean, I didn't become a pushover, but I started to listen to the complaints about soccer games, play rehearsals, and not enough time. I started to notice that my students read more, and wrote better, when they did it in class.

The last thing I discovered was that as a flawed, prejudiced, and opinionated person, I - the teacher - became a little more interesting. I found that when I shared a bit of myself, admitted a shortcoming or two, revealed an opinion in an open and fair exchange of ideas, my students perked up a bit.

Part II on Thursday (good to set deadlines, even if I break them.)