Tag: teaching

Like A Lamb in the Midst of Wolves

Like A Lamb in the Midst of Wolves

In Luke 10, Jesus speaks of how He is sending His disciples, the few laborers for the abundant harvest, out like lambs in the midst of wolves. When I heard this at Mass several days ago, an image leapt into my mind which has been with me ever since. I imagined a little lamb, still with softly spun small coils of wool, walking down a path surrounded by wolves, growling menacingly at the tender lamb. Yet the lamb moved forward, head held high, and seemed unfazed by the danger that lurked around it.

I considered how vulnerable this lamb was, unable to defend itself from the predators and with little strength to offer on its own behalf. And I thought that perhaps that was exactly the point. Maybe this image of the lamb in the midst of wolves is exactly what Jesus desires for us. This little lamb is aware of its weakness and it is likely this knowledge of its weakness which is its greatest strength. If it fixated on the vicious wolves that surround it, the sheep could never move forward. It is rather gentle by nature, with no claws or sharp teeth to maim an attacker. The lamb surrounded by wolves finds its strength in knowing that the Shepherd will provide.

The moments or situations in life where I have known God placed me in a particular situation, and yet I felt wholly unqualified for the task at hand, are the situations where I have needed to rely entirely on the Lord. In this reliance, there is a strength that is given. I don’t know that I was a better teacher ten years ago, but I was far more likely to storm Heaven prior to a difficult class or to beg for guidance in the midst of students’ questions. It isn’t that I don’t ask for God to help me now, but I’m more confident in my own abilities than I used to be. Yet the littleness, the weakness I felt as a new teacher was also a source of strength. I’ve experienced the same in different ministries or experiences which forced me to offer the Lord unrestricted access, imploring Him to provide in the places where I saw an abundant lack.

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Though The Fig Tree Does Not Blossom

Though The Fig Tree Does Not Blossom

On one hand, I like to think of myself as rather mellow, a calm person who is generally unruffled. This seems true when I get to the end of the day and have no dramatic stories to tell. Instead of exhilarating experiences or woeful sorrows, I tend to have rather little to say about the day. In fact, sometimes it seems preferred when I arrive at the end of the day and there is no drama, good or bad, to recount. In these moments, I think I am a balanced, staid teacher who has completed her duties for the day.

Yet, on the other hand, I see that I can go through the gamut of emotions in a single week. I can feel frustration and rage at a student’s insolent response. I perhaps experienced sadness over a student’s hatred of the Church or a traumatic experience they have shared. Or maybe I have felt despair, a desire to give up and seek any other profession than the one I am currently in. In the course of a single week, I can plan for next year to be better and I can find myself searching random missionary positions or job postings anywhere else. I can be both sad to see my seniors graduate and uncertain if we will all make it to the end of the semester with our sanity and goodwill intact. It is in these moments, when I survey the emotional landscape of a preceding week, that I believe the calm affect is a total lie, one I tell myself in order to not pay too much attention to the ferocious swinging of the pendulum.

These experiences, of great, immoveable calm and tremendous swirling of feelings, cause me to wonder which is more me. Which one am I more truly? Or am I both? Are all humans simply both, some perhaps more one than the other? I think I’m steady, but maybe it is a steadiness born of fear to move. In a recent conversation with a friend, I was led to wonder what would make me leap into something new. If I refuse to move unless I know all of the answers, then I may always find it easier to be rooted.

My seniors have a sort of privileged position, even if wrought with uncertainty and stress. They must leap. Perhaps they won’t leap as far as they could, but they cannot remain where they are. We won’t take them back the following year and they cannot simply add another major as one could do in college. Next month, we will wrap up, wish them well, and then firmly close the door behind them, never to be opened in the same way ever again. Rarely does such a situation happen in life again and even more rarely would this situation be considered good.

They must leave.

And I?

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The Teacher’s Own Heart

The Teacher’s Own Heart

I read a few days ago that one of the most prominent failures of teachers is the failure to love and it was a quick jab to the stomach of my pride. Not to mention, it came from St. Augustine and isn’t so easy to dispel with excuses and circumstances.

But the psychological failures that Deogratias must most be on guard against is a failure in love. Deogratias must learn how to step outside of himself. He must learn to teach with joyful self-forgetfulness. The real difficulty lies not in questions of content, nor of technique, but in the teacher’s own heart. For when the teacher takes delight in what he says, that is, when he loves both his subject and his students, then students also will enjoy what he has to say.

“St. Augustine” by Ryan Topping, p. 60

So…there’s that.

And I walked back into my classroom with a conscious realization that while I may do many things well, Augustine was right. I fail to love. I love some but not enough. I love in instances but not in entirety. And I couldn’t help but think that this teaching gig is a true preparation for Heaven (or parenthood…whichever comes first).

This teacher’s heart is the reason for this blog. It needed a space to search and question and ache over what happened in the classroom. And while many things in life have changed (and many things haven’t), I still find a need for this continued call for conversion. I need to be reminded that this heart is incredibly important and not just for myself, but for the young souls entrusted to my care.

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A Life-Giving Intentionality

A Life-Giving Intentionality

In the first few weeks of school, I find myself swinging between this isn’t that bad and then suddenly falling into I’m not sure I can do this for an entire semester or an entire year. What I keep returning to is the knowledge that this year, perhaps more than ever, needs to be filled with intentional work-life balance and an abundance of good, life-giving things for me. It is always the desire and goal each year for those things to have a critical place and yet this year I think they need to be a desire turned into reality.

With everyone masked, I find myself trying to guess more and more what my students are thinking or how they are receiving the information presented. Not every student gives away their inner thoughts on their faces, but it certainly helps me know more about what is happening internally when I have an entire face to view and not simply a set of eyes.

I realize the same is true for them, too, when I re-watch videos of me teaching and I see how crucial the facial expressions were for the lesson. I don’t claim to have the most interesting face, friends, but the whole face is incredibly helpful when lecturing. Even though I was raised by a man who disciplined with his eyebrows, I cannot convey every emotion purely through raising or lowering my eyebrows. I attribute at least part of my excessive tiredness to this COVID-induced reality.

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When They Say Thank You

When They Say Thank You

When it comes to “love languages,” I believe quality time is one of the top ones for me to give and receive. Words of affirmation, however, are not very easy for me to give and while I don’t mind/like to receive them, they don’t top the simple gift of spending time with someone.

The exception for this might come with students.

Over the course of teaching, I have had some very grateful students. Students who would thank me daily as they left the classroom or who wrote a nice Christmas card or who simply wrote my name down in their weekly journal under the list of three things they were thankful for that week. Sweet and considerate, some students will even apologize for the bad behavior of other students.

Generally speaking, however, teenagers are not the most grateful human beings. They are prone to complain when school involves schoolwork or when assignments have a due date. Things they cannot change, things that are pretty reasonable, and things that are simply a course of life are all fodder for criticism or complaints. Writing in complete sentences is even viewed as a form of punishment instead of a basic habit of the literate. The longer I teach, the more I am open to their feedback while also aware that essentially never will all students be pleased at the exact same time.

Knowing this, it makes the compliments all the more sweet when they arrive, which is perhaps part of the genius of the teenager. Since my position as a teacher is at times compared to that of a jailer or a dictator, when I hear specific words of gratitude from students, it means far more than they could possibly know. Knowing that 98% of the time I won’t be thanked makes the other 2% really sweet. I don’t think teaching is the only job where it seems like the people you work most closely with are the least grateful, but it is the job with which I have the most experience.

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Only to bring him to life

Only to bring him to life

I am going to hold a pistol to the head of the Modern Man. But I shall not use it to kill him–only to bring him to life.

Innocent Smith in Manalive, GK Chesterton

The priest at Mass the other day posed the question: if it was possible to know, would you want to know when you would die?

As a melancholic, death is never too far from my mind and that isn’t necessarily a bad thing. While I don’t have strong feelings about the question one way or the other, I was thinking of some of the benefits of knowing when I would die, even if there is wisdom in not knowing. Sometimes, when death is clearly imminent, it compels us to truly embrace living. When our time is definitively short, we can move from passive existence to passionately experiencing life.

Is that type of wholehearted living reserved only for those who know death is at their door? Could I do that now? If people are able to live more when death comes close, could we just do now what we would do if we knew?

It made me consider how I would change my life if I knew the times of other events. Besides death, there are many other things that seem to be unknown yet shape how I live. For example, if I knew within the next year I would meet someone I would marry, would it change how I live? I believed that I would. What if it was five years, would that change how I live now? Yes, it would. What if I knew I would never get married? Again, yes.

And then I asked myself an important question: why?

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The Gift of a Slower Pace

The Gift of a Slower Pace

Of course there was some stress involved, but the school year ended with fairly little fanfare and at a much slower pace than usual. No massive liturgies to plan for hundreds of people, no finals to prepare, no feeling like everything needs to happen right now. I fully understand that this pandemic is causing suffering for many people, but I can’t help but consider the blessings found in the midst of the difficulties.

For a variety of reasons, this school year was difficult in different ways. I found myself stressed and in continual need of a break. Many life-giving things were happening in my life, yet the breaks from school were never long enough, the time to relax never quite rejuvenating enough, my grasp on responsibilities never quite firm enough. After overcoming the initial stress of the transition, I slid into an indefinite period of teaching from home….relieved.

The time gave me the gift of reading a little more, enjoying the comforts of home much more, and the unchosen halt of many ministries. Things I could never say “no” to before (and I don’t generally have a problem saying no), like some work responsibilities, and things I enjoy, like prison ministry, were suddenly over or put on a long pause. While there was a sadness in missing some things, I mostly found the break to be good for me. And as a definite introvert, I was really okay with hours spent alone at home. With nine weeks of teaching from home wrapping up, I can honestly say I never got very sick of being at home. Sometimes staring at a computer screen was painful or the endless assignments that needed grading were unwelcomed. Despite all of that, the pandemic provided the opportunity to come up for a breath of much needed air.

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Vanity of Vanities

Vanity of Vanities

I don’t generally consider myself to be vain. Perhaps I have a sort of intellectual vanity, but physical vanity doesn’t usually seem to be my downfall. There was an article I read that said my personal hell would be that every time I open my mouth to say something intelligent, something completely idiotic would come out instead. Based on how strongly I felt that, I assume I must have a rather decently sized strain of vanity when it comes to if people think I am smart or stupid.

A few weeks ago, I asked some of my family if they would rather have people think they were smart or beautiful. For me, the answer was pretty clear—I don’t care too much about beauty, but I care a great deal about intellect. So it seems I would be rather virtuous when it comes to physical vanity.

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Salt and Light

Salt and Light

This past Sunday, the Gospel spoke of how we ought to be the salt and light the world needs. It concluded with this line:

Just so, your light must shine before others, that they may see your good deeds and glorify your heavenly Father.

Matthew 5:16

After we read it in class, we spent time on Friday discussing it. Near the end of our conversation, I pointed to the reaction that we should desire from others. As we strive to live as salt and light, we should desire that people give praise to God for what they see instead of praising us.

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Maybe I’ll Climb Into My Classroom Through the Ceiling From Another Teacher’s Room

Maybe I’ll Climb Into My Classroom Through the Ceiling From Another Teacher’s Room

GK Chesterton wrote Manalive, a novel that revealed his desire to gaze at the world through a life-giving haze of wonder and awe. I was reminded of this recently at a talk and it made me reflect on the stories that he speaks of taking place in the fictional life of Innocent Smith.

(If you haven’t read the book and want to, you should probably stop here because I need to ruin a few points in order to reveal what is so attractive about his life. This is your warning. Stop here! Proceed no further. Or, if you don’t care, carry on.)

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