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I often wonder what, if anything, will be remembered when it’s all said and done, and kids are “finished” with school. I barely can remember last week, let alone what “standards” were taught in Mr. Caples’ fourth period algebra class in 1977. When it comes right down to it, school is about relationships. Always has been, always will be. The relationships we form with others create the enduring memories.
Some people assume that children walk into schools ready to learn—ready to have the content poured into them. If that were true, our work would be easier. But it isn’t true. As educators know, a lot more goes on in a kid’s head than just school. So, we have to teach to the heart. Children must feel loved, a sense of belonging, safe and secure. Without attending to those basic needs, our power to teach and inspire them is limited. If we think about meeting those needs as conditions for achieving success in our schools and classrooms, then we make a significant investment toward graduating competent, responsible, and compassionate citizens.
That’s what this month’s message is about—it’s about “heart work.” This story is about a conversation I recently had with Jason, a sixth-grader in Mr. Travis Neil’s block class at Thomas Jefferson Middle School. I love to be in classrooms. Interaction with kids is what drew me into the profession, and I still can get a lot of juice from hanging out with squirrely sixth-graders on a Friday afternoon. As you might imagine, it’s not easy for the superintendent to “sneak” into a class unnoticed. Some students have wondered aloud if I’m with the FBI! My dark suit and cropped buzz cut are misleading, I’m sure. Part of my visitation routine at all grade levels is to engage students in conversations about what they are learning, why they are learning, and how they might use their knowledge in the future. Our discussions often go in interesting directions, and I love it when this happens. Kids are naturally curious and routinely hilarious if we give them voice.
Jason was completing an independent project focused on the production of a movie poster and script for his own rendition of Poe’s “The Tell-Tale Heart.” This young budding playwright was very articulate in explaining the task and was animated by the horror genre. He was not quite Stephen King, but clearly he was passionate about his work. When he finished describing the climax of the story plot, I was amazed at the high level of interest and enthusiasm he had developed in completing this assignment. Jason truly was engaged. Before I left, I asked Jason what he liked most about school. I’ve posed that question to students probably thousands of times throughout my career, and I’ve heard all the typical answers—from lunch, to recess, to football, to band, to drama, to “when it’s over.”
Rarely have I heard what Jason shared with me that afternoon. His response was, “Mr. Neil.”
Sure, Jason may, and I repeat may, remember his first attempt to re-master Freddy Krueger. But I doubt it. I do know this: he’ll never, ever forget Mr. Neil. Now, that’s heart work. Travis, thank you.
In this season of thanksgiving, I’d like to say how much I appreciate the work you do each and every day. I encourage you to take stock, during the holiday break, of all of your blessings: family, friends, colleagues, and our students. The difference we can and must continue to make for our children is remarkable. I know Jason feels blessed to have Mr. Neil.
Have a wonderful Thanksgiving.
Take care,
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