Why Teach?
Students sometimes ask me why I teach if I know so much about drafting, architecture, and engineering. Couldn't I make a lot more money as an architect or engineer? Well, that part is easy. Yes. Architects, engineers, even top drafters can earn more than teachers normally do. But I would never recommend someone choose a career based only on the money they can get.
An ideal career choice, in my opinion, is one that you can do well, that you enjoy, and that pays enough for you to live comfortably. I like to believe (and there is some evidence to support) that I am a good teacher. Most days I enjoy teaching, although it certainly has elements that frustrate (even infuriate) me. And… well, two out of three isn't bad. Seriously, the pay for teaching has gotten better over the last few years. I doubt it will ever be what I think it's worth. But I have food, clothes, a house, and a car. That's a lot more than anyone really NEEDS.
There is a big difference between drafting all day and teaching drafting all day. Drafters are often stuck at their drawing board (or more likely, computer) all day. I'm often up on my feet all day giving demonstrations, explaining procedures, interacting with other people. While I can sit at a computer all day, I don't like to do so every day. And I like to think I could be an architect or an engineer, but I don't have the degree or certification for either of those.
But here's the real reason I teach: I get to see the lights. I like to learn new skills. I like the feeling I get when the light bulb goes on and I have new understanding. It's exciting and gratifying. And I am lucky enough to have discovered that I can share that excitement when I help to lead someone else to that point. You can see it in a student's face and hear it in a student's voice when they get there. The light bulb goes on and their whole posture changes. That's exciting to me. I get to see the lights.
An ideal career choice, in my opinion, is one that you can do well, that you enjoy, and that pays enough for you to live comfortably. I like to believe (and there is some evidence to support) that I am a good teacher. Most days I enjoy teaching, although it certainly has elements that frustrate (even infuriate) me. And… well, two out of three isn't bad. Seriously, the pay for teaching has gotten better over the last few years. I doubt it will ever be what I think it's worth. But I have food, clothes, a house, and a car. That's a lot more than anyone really NEEDS.
There is a big difference between drafting all day and teaching drafting all day. Drafters are often stuck at their drawing board (or more likely, computer) all day. I'm often up on my feet all day giving demonstrations, explaining procedures, interacting with other people. While I can sit at a computer all day, I don't like to do so every day. And I like to think I could be an architect or an engineer, but I don't have the degree or certification for either of those.
But here's the real reason I teach: I get to see the lights. I like to learn new skills. I like the feeling I get when the light bulb goes on and I have new understanding. It's exciting and gratifying. And I am lucky enough to have discovered that I can share that excitement when I help to lead someone else to that point. You can see it in a student's face and hear it in a student's voice when they get there. The light bulb goes on and their whole posture changes. That's exciting to me. I get to see the lights.
2 Comments:
I LOVE the transformation that we get to watch in students occassionally quickly, and often more slowly, as they "get it". One thing I've learned the last few years is that even those students I thought I never reached, may have had a delayed reaction later! I've had them come to visit after moving or going on to college just to tell me about their ah-ha moment that made them remember something I said and achieve enlightenment.
Years ago I taught kindergarten at my parochial school. I had only sub'ed before and that in high school, but my church was desperate and I needed a job so... Looking back I think I tried really hard not to like the little kids. Then one day a mom brought in her little girl to visit. Mom asked if Carey could join the class or if she'd be behind. She was troubled because Carey had lost her "spirit" in the kindergarten she was in and it was breaking mom's heart to see this. I reassured her that Nov. was an ok time to join our class, trying to be politically correct while wondering what exactly she meant by "spirit" (like discipline problem?). By the end of Jan. Carey had come out a very quiet shell and began smiling again and just was a great kid, full of curiosity, capable, loving. I wondered what on earth the other teacher had been like! Mom gave me wonderful letter thanking me for giving her her daughter back. I thought "Wow, mom noticed and thinks I had something to do with this." I was hooked on teaching. Those kids were a lot shorter than the ones we have now, but their spirits are the same. I think your sensations' definitions relate exactly to tapping into a student's spirit of learning.
-Candis
Tim,
I don't know if anyone on the IdeaGarden could have said this any better. I have many of the same conversations with my students. It is difficult in today's society to get them, at their age, to see anything but money. They will need to get in the world and realize that happiness and satisfaction are way more than 2/3's of the equation. I love this approach of the Blog. Have you recieved much feedback from parents? BTW, having seen your name pop up on the Garden, it never dawned on me you were a fellow EKU grad. I graduated in 82, do you ever make it back up here?
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