Teachers, Don’t Lose Sight of Your “Why”

Teaching has been my calling since I was a child. At 10 years old, I made my own worksheets and had a chalkboard covered in reading and math problems. I even made my poor younger siblings do my handwritten worksheets and graded each one of them. From an early age, I knew I wanted to be a teacher.

And I had a big “why”: I wanted to help kids.

Why I Became a Teacher

During my early years as a teacher, my passion for teaching shone brightly. I loved the difference I made in my students’ lives and the difference they made in mine. I loved the laughs we shared in my classroom and the relationships we built with each other. My students were my second family, and I knew being their teacher was my purpose.

Over the years, I strived to focus on my “why” and sustain my passion for helping students. Unfortunately, many teachers start to lose sight of their “why” over time. Paperwork, meetings, tests, curriculum planning, and pressure can easily pull your focus from the reason you wanted to become a teacher in the first place.

That’s exactly what happened to me. I let other people and tasks distract me from my “why.” As a result, I became increasingly focused on preparing students for multiple-choice tests instead of following my true purpose.

Teaching was never about testing for me; it was about helping.

I wanted to help students think critically and understand how to solve problems. I wanted to encourage them to ask questions. I wanted to show them how to engage in respectful debates with each other. And most importantly, I wanted to teach them to be kind and respectful citizens.

Yet preparing my students for tests had made me forget why I became a teacher. My “why” had been overshadowed by multiple-choice questions that would determine if I was an effective teacher.

As a child, I never imagined that a student’s test score could reflect my ability to make a difference. I thought my effectiveness as a teacher would be reflected in my students graduating from college and becoming successful business leaders, problem solvers, and good citizens.

When Your “Why” Shifts

When I felt my drive to teach beginning to diminish, I knew I needed to step away from the classroom to refocus. That’s when I realized that although my “why” was still helping others, it wasn’t limited to helping kids. It was time for me to start helping teachers.

I realize many teachers are overwhelmed and stressed out like I was. They’ve lost their joy for teaching. In order for teachers to help kids, someone has to uplift, support, and encourage them.

I still want to help kids, but I’ve realized that I can help them even more by helping teachers. In other words, my “why” hasn’t changed; it’s expanded. Sure enough, when I started coaching teachers, my passion returned. I had rediscovered my purpose.

The time I’ve spent as an instructional coach has given me a new perspective. I’ve met some amazing, influential teachers and helped many who were struggling. I’ve gained a new appreciation for the work of administrators and learned more techniques to help students.

You may be feeling today the way I did five years ago, letting outside pressures distract you from your “why.” Maybe you feel stuck in a system where you don’t believe you’re fulfilling your purpose. So I challenge you to remember your “why” today. What made you want to be a teacher in the first place?

Consider if your daily actions and words really align with your purpose. Life is too short to waste time not doing what we know we’re meant to do. Don’t let anything or anyone distract you from your focus, your passion, and your joy for teaching.

Rediscover Your “Why”

If you’ve forgotten your “why,” maybe it’s time to refocus or expand on it: change your grade levels, switch schools, or alter your teaching style. Perhaps you need to seek out professional development or go back to school yourself to mentally recharge. It may even be time to expand your focus and become an administrator or instructional coach.

Today, I often take the time to reflect on my purpose and ensure what I do every day aligns with my “why.” That’s why I write this blog: to reach and influence teachers all over the world. Sure, it doesn’t bring me fame and fortune or always fit into my day job, but it does help other teachers, and I know that at this point in my life, that is my purpose. Take note: you may have to venture outside of your job as a teacher to follow your calling and fulfill your “why.”

On a final note, I recommend you watch this video. Pay close attention to the last line, when Michael Jr. says, “When you know your ‘why,’ your ‘what’ has more impact because you’re walking in or towards your purpose.”

Take the time to think about your “why” this week so you can ensure you’re spending your precious time walking towards your purpose. As long as you don’t lose sight of what motivates you to get out of bed every morning, you can be sure you’ll always be fulfilling your “why”!

This is one of my favorite education-related quotes. I’m not sure where it originated, but I believe it should be shown in every school.

It’s a quote by a 6-year-old that reads, “My teacher thought I was smarter than I was, so I was.”

These 12 words from a child resonate with me because they perfectly sum up the power of a teacher’s expectations. Teachers can change the way children think, feel, and act simply by influencing their perceptions of themselves. Children will live up to what we believe they can be, so everything from the expectations we have of them to the words and body language we use with them to the labels we give them matters.

And no one understands that better than me.

My Teachers’ Expectations of Me

In elementary school, I wondered why I was never invited to join the “smart” kids. In 8th grade, it was recommended I stay in the “average” math class instead of taking advanced math. I had good grades and I did all my work, yet I was never considered a part of the “advanced” group.

In high school, I was able to choose my own path. My parents encouraged me to sign up for honors and advanced classes. They knew I could handle the challenge, even though my test scores didn’t agree. In fact, I had to take the SAT seven times to get a score high enough for the colleges I applied to!

I’m thankful I had parents and teachers who never let me settle for average. I chose to enroll in advanced and honors courses. I didn’t let my average test scores from elementary and middle school limit my mindset because I had people in my life who believed I was above average.

At my high school graduation, I was the valedictorian of my class. I wasn’t necessarily the smartest student in my class, but I was a hard worker, always motivated to do my best and be above average. All because someone believed I was smarter than I was.

Seeing Past Labels

I tell you this story not to brag, but to shed light on the importance of seeing past labels. So many students in our schools aren’t afforded the opportunities that I was because they’re stuck with the labels our education system gives them. No one tells them they’re smart, that they’re leaders, that they should believe in themselves.

The troubling reality is that our current education system places too much emphasis on test scores. As a result, students are given labels that don’t necessarily define them: ADHD, BED, AIG, ADD, ODD, and so on.

We use labels in schools for reasons like funding, facilitating communication among teachers, and helping students with disabilities. However, they can also have a major harmful consequence:

They shape teachers’ expectations of their students.

Labels can lower teachers’ expectations, leading to low self-esteem in students. How many times have we expected less of a child because they had an IEP? The weaknesses of a child with an IEP or a behavior plan have already been determined by the teacher before that child ever walks into the classroom.

Now, how many times do we focus on the strengths of these students?

The problem with labels is that they often determine the type of education children should receive, which can limit their true potential. Based on my “average” label, I shouldn’t have enrolled in AP or honors courses in high school. I didn’t test well, but I was fully capable of doing the work at the advanced levels. I wasn’t stuck with my label, but many students aren’t as lucky as I was.

Changing Labels with Words

The language we use with our students is powerful. Tell children every day that they are intelligent, excellent leaders and it will start to sink in. Understanding you have high expectations of them will transform their mindset!

We need to stop labeling our students and instead use words of affirmation, success, and leadership to show them we expect the best from them.

I understand that students have different strengths and weaknesses. But every student has the potential to succeed at something. Not all of our students will go to college and become doctors and lawyers, but that doesn’t mean they don’t have the potential for greatness.

We need plumbers, electricians, construction workers, and painters. I don’t know about you, but I see the plumber who comes to my house as above average! He’s skilled in a craft that, to me, is advanced. Everyone is good at something; that’s why we should help all our students find their strengths, realize their intelligence, and embrace their true potential.

I’m no better at taking tests today than I was 25 years ago. But I am a good teacher. I’m smart, I’m a leader, and I never let a test define me.

Our language is powerful, so we need to understand how our students internalize it. How will you make your students feel smarter than they are? What are you doing to challenge labels in your school? What messages are your students internalizing? Are you labeling them without realizing?

Whatever you choose to do, remember that it will make a difference in their lives. Believe your students are smarter than they are, and they will be.